TRAINING   CLASS  MANUALS 


nsTC  i:y  of  education 


CONWAY 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 
RIVERSIDE 


m 


1  \j 


50c{Sn 

w^L  STUDIES  AND  QOESTIONS 


-IN- 


HISTORY  OF  EDUCATION 


WITH    BRIEF  OUTLINES  OF 


GENERAL  HISTORY 


MARY    M*  CONWAY 

Instructor  of  Trailing  Q^ass.  Griffith  Institctb.  Si>RiN(iviLLE.  X.  Y. 


iixiNG  (\IjAss.  Griffith   institctb.  M>RiN(iviLi 


SYRACUSE,   N.   Y.> 

C.  W.  EEX,  PU8r  "SPKR, 

t9rl 


Cop  iOOI.  by  C;    \%.  Ka      .r 


« 


INTRODUCTORY 

la  the  professioual  training  of  teachers  the  history 
of  education  nas  a  recognized  value.  Aside  from  the 
fact  that  it  is  a  direct  reflection  of  the  political  and 
social  or  religious  life  of  the  people,  its  special  value 
to  the  teacher  is  twofold: — (1)  in  the  inspiration  and 
professional  enthusiasm  resulting  from  a  thorough 
study  of  the  development  of  education  from  its  Urst 
rude  beginnings  to  the  present  time ;  and  (2)  in  the  les- 
sons which  it  teaches  by  disclosing  the  results  of  vari- 
ous systems  and  methods  of  education  among  different 
peoples  and  in  different  ages. 

But,  incorrectly  pursued,  the  study  may  fail  entirely 
to  pi  oduce  these  two  results.  The  student  or  teacher 
who  crams  into  his  mind  a  mass  of  facts,  names,  and 
dates,  simply  for  the  sake  of  passing  an  examination, 
defeats  entirely  the  purpose  of  those  authorities  who 
have  made  this  study  a  professional  requirement;  such 
student  has  memorized  a  mass  of  information  of  less 
positive  value  as  such  than  would  be  the  names  of  all 
the  post-offices  in  the  State  in  which  he  lives. 

In  her  work  as  instructor  of  training  classes  in  the 
State  of  Xew  York,  the  author  has  often  found  it 
difficult  to  accomplish  the  best  results  in  History  of 
Education.  This  has  been  due  ])artly  to  the  vague 
knowledge  or  appreciation  of  the  world's  history  pre- 
viously possessed  by  her  pupils  in  general,  and  partly 

(iii) 


IV  HISTORY    OF    EDUCATION 

because  no  one  text-book  on  History  of  Education 
fully  covered  the  ground  prescribed  by  the  Xew  York 
syllabus. 

The  use  of  outline  books,  which  she  found  indispens- 
able in  the  teaching  of  political  history,  suggested  to 
her  the  idea  that  such  might  be  equally  helpful  in 
pedagogical  history  and  led  to  the  production  of  this 
little  manual. 

Among  the  advantages  claimed  for  this  work  are: 

1.  It  divides  the  whole  subject  of  History  of  Edu- 
cation into  convenient,  easily-remembered  periods,  and 
as  far  as  possible  endeavors  to  make  important  facts 
stand  out  prominently,  around  which  others  may  be 
grouped. 

2.  It  sets  fortli  the  subject  against  a  background  of 
political  history,  the  few  essential  facts  of  which  are 
easily  obtained  from  any  brief  text  on  the  subject. 

3.  It  forces  the  pupils  to  connect  the  political,  social, 
and  educational  history  of  nations  and  to  discern  the 
effects  which  each  of  these  elements  had  on  the  others. 

4.  It  presents  the  topics  in  logical  relation,  thus 
preserving  their  continuity  and  relative  importance, 
no  matter  what  works  of  reference  may  be  used. 

5.  Pupils  are  encouraged  not  alone  to  study  the  in- 
dividual characters  and  work  of  a  host  of  educational 
leaders  but  to  grasp  entire  epochs,  noticing  the  trend  of 
ideas  and  the  advancement  in  each,  and  grouping  the 
important  names  in  that  period  around  some  leader 
of  educational  thought. 

6.  It  enables  the  teaclier  to  assign  very  easily  a 
definite  amount  of  matter,  not  pages,  to  be  prepared, 
and  to  direct  the  supplementary  reading  of  the  class. 


INTRODUCTORY  V 

7.  The  questions  for  review,  pronunciation  of  words, 
tables,  etc.,  will,  it  is  hoped,  facilitate  the  work  of 
the  class. 

8.  In  short,  the  book  aims  to  present  the  subject  so 
as  to  secure  the  manifold  advantages  of  the  topical 
method  of  study  or  recitation — a  method  which  is  most 
highly  endorsed  by  all  educators. 

Albany,  N.  Y.,  July,  1901. 


Note — It  Avill  be  necessary  for  each  pupil  to  be  pro- 
vided with  a  good  text-book  on  History  of  Education, 
and  to  have  access  to  several  others  and  to  as  many  of 
the  works  mentioned  under  "  suggested  reading  "  as 
may  be  practicable.  Sonnenschein's  "  Cyclopaedia  of 
Education  "  will  prove  valuable  for  reference.  Each 
pupil  should  also  have  access  to  some  brief  work  on 
General  Historv. 


CONTENTS 

PAGE 

Epochs  in  educational  history        .        -        .  9 

I.  Oriental     -        -         -         -         -         -         -  11 

China     -------  H 

Egypt,  India      -         -         -         -         -         -  12 

Persia     -------  13 

Jewish  or   Hebrew     -----  14 

II.  Classical          - 17 

Greece        -------  17 

Rome     -         -         -         -         -         -         -  24 

III.   Medieval     -------  28 

Earliest  Christian  period         -         -         -  28 

Charlemagne      -         -         -         -         -         -  30 

Feudalism      -         -         -         -         -         -  31 

Universities  and  scholasticism     -         -         -  82 

IV.   Modern     -------  37 

Renaissance        ------  37 

Tabulated  list  of  Humanists         -         -  41 

Study    of    humanistic    educators         -  42 

The    Innovators          -         -         -         -         -  47 

Tabulated  list  of  Innovators         -         -  49 

Study  of  the  Innovators         -         -         -  50 

Revolutionary  Ideas         -         -         -         -  55 

Tabulated  list  of  18th  century  educators  58 

Nineteenth  Century  period      -         -         -  61 

Tabulated  list  of  19th  century  educators  63 

Education  in  the  United  States        -         -  69 

Education  in  the  State  of  New  York         -  72 

(vii) 


EPOCHS  IN  EDUCATIONAL  HISTORY 


I.  Oriental :     Egypt,     China,     India,     Persia,     the 

Israelites. 
From  the  dawn  of  history  to  the  beginning  of  the 
Christian  era,  or,  in  some  instances,  to  the  present 
time, 

II.  Classical:  Greece  and  Rome,  1100  B.  C.  to  476 

A.  D. 

III.  Medieval. 

1.  Earliest  Christian  period. 

1st  century  A.  D.  to  800  A.  D. 

2.  Period  of  Charlemagne's  influence. 
800  A.  D.  to  900  A.  D. 

3.  Period  of  the  supremacy  of  Feudalism. 
900  A.  D.  1200  A.  D. 

4.  Period  of  the  universities   and   scholasticism. 
1200  A.  D.  to  1500  A.  D. 

IV.  Modern. 

1.  Period    of    the    humanistic    reformers    or    the 

Renaissance — 1500  to  1600. 

2.  Period  of  the  Innovators  or  the  reaction — IGOO 

to  1700.   • 

3.  Period  of  revolutionary  ideas — 1700-1800. 

4.  Nineteenth  century  period — 1800-1900. 
[Note. — It  is  possible  to  criticise  the  above  divisions 

of  the  subject,  but   its  leading   purpose   is   to   enable 

(9) 


10  THE    FOUR    EPOCHS 

students  to  notice  great  changes  and  developments  and 
to  localize  them  as  far  as  possible  by  centuries.  If 
classical  Roman  and  early  Christian  periods  overlap,  it 
is  true  also  that  these  two  systems  were,  during  several 
centuries,  contemporary.  It  will  be  well  to  observe 
that  scholasticism  and  the  universities  began  earlier, 
and  that  feudalism  lasted  later  than  1200.  It  is  clearly 
impossible  to  make  any  snarp  dividing  line  between 
great  historical  periods,  and  particularly  between 
periods  in  the  development  of  thought.] 


FIRST    EPOCH 


Oriental  Education:  from  the  dawn  of  History 
TO  THE  Present  Time 

China 

1.  Historical  background 

1.  antiquity  of  China 

2.  Confucius  (Con-fii'- 

she-us) 

1.  his   writings  and 

influence 

2.  t  li  e      C  h  i  n  es  e 

"  classics  " 

2.  Social    characteristics 

of  the    Chinese 

1.  political  policy 

2.  Moral  and  religious         conkith-^.  r.oo-489,  b.  c. 

ideas 

3.  Education 

1.  importance  in  China 

2.  aim 

3.  early  development 

4.  present  status 

1.  discipline  and  management  of  schools 

2.  subjects  of  study 

3.  female  education 

5.  merits  and  defects  of  Chinese  education 

6.  relation  of  Chinese  education  to  the  develop- 

ment of  the  people. 
(11) 


12  ORIENTAL    EDUCATION 

Egypt 

1.  Historical  background 

1.  ancient  Egyptian  kings 

2.  decline  of  Egypt 

3.  final  conquest  by  Greeks  and  Romans 

2.  Egyptian  civilization  and  religion 

1.  castes 

1.   priests,  soldiers,  coniHion  people 

2.  religion 

3.  arts  and  literature 

1.  Egyptian  progress  in  arts  and  manufactures 

2.  forms  of  writing 

3.  knowledge    of    astronomy,  geometry,  arith- 

metic, and  medicine 

3.  Education 

1.  aim 

2.  correspondence  to  caste 

3.  subjects  of  study 

4.  merits  and  defects;    Egypt's    contribution   to 

the  world's  civilization 

5.  relation  of   education  to  the   development    of 

the  people. 

India 

1.  Historical  background 

1.  origin  of  the  Hindus;  their  kinship  to  Europeans 

2.  origin  of  Hindu  castes 

3.  Brahmanism  and  Buddhism 

4.  conquest  of  the  Hindus  by  other  peoples 

2.  Civilization,  etc. 

1.  castes  in  India;  their  character  and  intluence 

2.  Hindu  forms  of  worship 


EGYPT;    INDIA;    PERSIA  13 

3.   ethical  ideas  of  the  Hindus 
3.   Education 

1.  aim 

2.  influence  of  castes 

3.  specific  education  of  each  caste 

4.  schools 

1.  organization  and  discipline 

2.  privileges  of  teachers 

3.  subjects  of  study 

5.  merits   and   defects;   India's   contributions    to 

the  world's  civilization 

6.  influence  on  the  present  status  of  the  people. 

Persia 

1.  Historical  background 

1.  rise  of  Persia 

2.  Persia  as  a  world  power 

3.  downfall  of  Persia:  causes 

2.  Civilization,  etc. 

1.  Persian  forms  of  government 

2.  religion 

3.  literature;  the  Zend  Avesta 

3.  Education 

1.  aim 

2.  influence  of  religion  on  education 

3.  schools 

1.  organization 

2.  the  Magi  as  teachers  ' 

3.  subjects  of  study 

4.  discipline  and  moral  instruction 

4.  merits  and  defects;  contribution  to  the  world's 

civilization 


14  ORIEJs^TAL    EDUCATION 

5.  influence  of  Persian  education  on  the  develop- 
ment of  the  people. 
Jewish,  or  Hebrew  Education 

1.  Historical  background 
1.  patriarchal  age 

3.  the  judges 

0.  the  Hebrew  kings 

4.  division  of  the  kingdom 

5.  conquests  by  Greeks  and  Romans;  by  the  Turks 

2.  Civilization,  etc. 

1.  home  life  of  the  people 

2.  religion  of  the  Jews 

3.  their  sacred  writings 

3.  Education 

1.  aim 

2.  influence  of  family  life  and  religion 

3.  earlier  Jewish  education 

1.  extent  and  aim 

2.  subjects  of  study 

3.  instructors 

4.  later  Jewish  education 

1.  establishment  of  schools 

2.  courses  of  study 

3.  teachers 

4.  the  "Talmud" 

5.  merits  and  defects  of  Jewish  education;  their 

contributions  to  the  world's  civilization 
G.  effects   of   Jewish  education    on    the  develop- 
ment of  the  people. 

Questions  for  review  and  research 

1.    Compare  the  ideals  of  life  in  the  ditferent  Oriental 
nations;  which  had  the  highest  ideal  ? 


REVIEW    AND    RESEARCH 


15 


2.  Xame  six  subjects  of  study  for  which  we  are  in- 
debted to  these  nations. 

3.  Which  of  these  nations,  in  your  opinion,  has  had 
the  most  lasting  intiuence  on  the  civilization  of  the 
world  ? 

4.  Was  physical  training  a  feature  of  education  in 
any  Oriental  nation  ?     Give  reason  for  this. 

5.  Which  form  of  education  may  be  called  ancestral'? 
state  f  theocratic  /  priestly  f  caste  f 

6.  Among  what  peoples  of  the  East  were  women 
educated  to  some  degree  ?  Xote  the  extent  of  their 
education  in  each  instance. 

7.  Which  nation  of  these  may  be  said  to  have 
devoted  most  attention  to  the  cultivation  of  memory  : 
of  reason  ? 

8.  Describe  Chinese  competitive  examinations. 

9.  Give  an  account  of  Brahmanism  and  Buddhism 
and  show  their  inflaence  on  the  people  of  India. 

10.  Mention  four  points  of  excellence  in  Jewish 
education  as  outlined  in  the  Talmud. 

11.  Which  of  the  Oriental  peoples  was  strongest  in 
moral  training  V 

12.  Who  was  Zoroaster 
(Zor-o-as'-ter)  ? 

13.  What  nation  origi- 
nated geometry  ? 

14.  Describe  the  educa- 
tion of  the  lowest  caste 
Egyptians. 

15.  Contrast  the  caste 
system  of  India  with  that 
of  Egypt. 

16.  Decribe      fully       the  Zoroaster.  lOOOy 


16  OKIEXTAL    EDUCATIOX 

school  training  of  a  Chinese  boy.     How  were  Chinese 
schools  supported  '?     How  were  girls  taught  ? 

17.  "  Education  in  the  East  was  limited  to  privileged 
classes,  administered  by  the  hieratic  class;  was  in  the 
main  ethical,  religious  and  prudential ;  and  was  admin- 
istered so  as  to  perpetuate  class  disinctions." — Com- 
'payrc.  Prove  by  illustrations  from  the  educational  his- 
tory of  each  of  the  Oriental  nations  that  the  above 
facts  were  mainly  true. 

18.  In  what  nation  did  the  state  itself  greatly  en- 
courage education  '? 

19.  What  people  first  made  education  compulsory 
and  universal  '? 

20.  Show  how,  in  the  East,  the  general  purpose  of 
education  was  guidance  rather  than  discipline  or  cul- 
ture.    AVhat  is  the  result  of  such  instruction  ? 

,21.  Account  for  the  present  conservatism  of  the 
Chinese. 

22.  What  people  cultivated  a  contemplative  spirit  ? 
How  did  their  education  foster  this  '? 

23.  Which  Asiatic  schools  were  supported  in  part 
by  state  aid  '? 

24.  Which  nation  encouraged   the  study  of  music  ? 

25.  Xame  eight  characteristics  of  Asiatic  education. 
Suj/fjested  reading 

Ten  Great  Religions. — Clarke. 
The  Jews  under  Roman  Rule. — Morrison. 
Historical  Survey  of  Pre-Christian  Education. — 
Laurie. 


SECOND  EPOCH 

Classical:  Greece  and  Rome,  from   their  Earl- 
iest Beginnings  to  the  Downfall  of  the 
Western  Roman  Empire,  47G  A.  D. 

Greece 

1.  Geography 

I.  location,  surface,  political  divisions,  chief  cities 

2.  Historical  background 

1.  legendary  period 

2.  rise  of  Sparta  and  of  Athens 

3.  Graeco-Persian  wars;  results 

4.  supremacy  of  Athens 

5.  Peloponnesian  war 

6.  supremacy  of  Sparta 

7.  decline  and  fall  of  Greece 

3.  Civilization,  etc. 

1.  Greek  independence  of  spirit 

2.  development  of  democratic  forms  of  government 

3.  patriotism  of  the  Greeks 

4.  religion 

5.  games:    effect  on  the  people 
0.   slavery. 

7.  progress  in  architecture,  sculpture,  literature, 

philosophy 

8.  great     Grecians:     Homer,     Solon,     Lycurgus, 

Pericles,  Socrates,  Plato,  Aristotle,   Xeno- 
phon,  Alexander  the  Great 

9.  Athens 

1.  culture  and  refinement  of  the  Athenians 

2.  achievements  in  art  and  literature 

3.  their  love  for  the  beautiful 

(17) 


18 


GItEEOE 


10.   Sparta" 

1.  three  classes  of  citizens 

2.  martial  life  of  the  people 

3.  harsh,  soulless  training  of  her  citizens    • 
Education  at  Athens 

1.  aim  (education  of  the  whole  man) 

2.  influences  which  affected  education    (slavery, 

form  of  government,  temperament  of  the 
people,  artistic  and  esthetic  ideals,  etc.) 

3.  classes   excluded   from  education   (slaves  and 

women) 

4.  Athenian  schools 

1.  kinds 

a.  elementary:    reading,     spelling',     writing, 

arithmetic 

b.  advanced:  grammar,  poetry,  music,  rhet- 

oric,   mathematics,    philosophy,    elocu- 
tion, etc. 

c.  gymnasia:  supported  by  the  state 

2.  Athenian  school  organization    and  methods 

of  instruction 

3.  State  supervision 

5.  great  Athenian  educators 
.1.   S^c'rates    (B.    C, 

470-399) 

a.  sketch  of  his  life 

b.  teachings 

r.  methods  of  in- 
struction: the 
Socratic  irony 
and   maieutics 

d.  his  contribution 

to      education  socrates,  470-399  b.  c. 

(the  develoinnenl  method) 


SOCRATES;    PLATO;    ARISTOTLE 


19 


Plato.  429-3-17  H.  C. 


2.  Plato  (B.  C,  4-29- 

347) 
a.  sketch  of  life 
h.  connection  with 
Socrates 

c.  work  as  a  teach- 

er: the  Acad- 
emy 

d.  as  a  writer. 
a.  the  "  Kepub- 

lic  " 

A   description   of    the  jdeal    state    and 
proper  education  therefor, 
/).  the  "  Laws  " 

A  description  of  the  Athenian  schools  of 
his  time 
e.  pedagogy  of  Plato;  its  merits  and  defects 

3.  Aristotle    (Ar'-is- 

tot'l  B.  C.,384- 

322) 
a.   sketch    of    his 

life 
6.   connection  with 

Plato 

c.  work  as  teacher; 
the  Lyceum 

d.  as  a  writer 
a.    On    education 

(lost) 
h.  •politics 
c.  many  works  on  logic,   ethics,   rhetoric, 

natural  science,  etc. 


20  GREECE 

e.  as  a  scholar 

Vast  knowledge,  researches  in  science,. 
development  of  logic,  etc. 

(It  is  pretty  definitely  settled  among 
men  competent  to  form  a  judgment, 
that  Aristotle  was  the  best  educated 
man  that  ever  walked  on  the  surface 
of  the  earth. — Davidson.) 

f.  pedagogy  of  Aristotle 

((.  end  of  education  (useful  and  contented 

citizens) 
6.   subjects  recommended 

c.  natural  methods  of  instruction 

d.  education  of  wom^n 

e.  merits    and    defects;    influence    on    the 

world 

g.  greatness   of   Aristotle,    "the   intellectual 
Alexander  " 

4.  Xenophon  (Zen'-o-fon,  B.  C,  445-355) 

a.  sketch  of  life 

b.  connection  with  Socrates 

c.  works  on  education 
a.    Cyropadia — on  ideal  education 
h.   Economics — on  education  of  women 

d.  _criticism  of  Xenophon's  pedagogy 

5.  Euqlid 
(5.   criticism  of  Athenian  education 

7.  effects  on  the  people  of  Athens 

8.  contributions  of  Athens  to  the  world's  civil- 
ization 


XEXOPHOX;    EUCLID;    LYOURGUS 


21 


Kducation  at  Sparta 

1.  Aim  (to  train  citizens  as  soldiers) 

2.  influences  affecting  education  (necessity  of  a 

nation  of  warriors,  warlike  nature  of   the 
Dorians,  etc.) 

3.  rigid  early  training  of  youths 

1.  in  gymnastics  and  music 

2.  in  self-denial 

3.  limited  intellectual  culture 

4.  moral  training 

5.  female  education 
(').  control  by  state 

4.  merits  and  defects  of  Spartan  education 

5.  results  of  this  training  on  the  Spartan  people 
f).  Spartan  educators 

1,  Lycurgus     (Ly-cur'-gus,     ninth    century, 

B.   C.) 
a.  laws  laid  down  for  Spartans 

2.  Pythagoras  (Py-thag'-o-ras,  582-500  B.C. 

a.  sketch  of  life 

b.  his  school   at 

Crotona 

c.  methods  of 

teaching 

d.  sul)jects 

e.  leading  char- 

acteristics   of 
his  pedagogy 
Later  Greek  educa- 
tion in  the  East 
1,   Alexandrian  university 


I'VTIIA 


iS-.'-riOo  I  J.  ('. 


22 


(iKEECE 


2.  work  of  Ptolemy, 
Euclid,  Strabo, 
Aristophanes 

7.  Criticism    of    Greek 

education 

8.  Advancement    over 

Asiatic  education 

9.  AVhat   the    modern 

world     owes     t  o 
,  Greece  kiclh)--;-  u.  c 

Questions  for  review  and  research 

1.  Who  were  the  Sophists  '? 

2.  How  were  Athenian  teachers  paid  ?  (Ans. — By 
fees.) 

3.  Show  in  how  many  ways  the  aim  of  Athenian 
education  is  shown  to  have  been  the  beautiful. 

4.  What  were  the  Olympian  games  ? 

5.  Compare  the  first  seven  years  of  the  Athenian 
child's  life  with  those  of  the  Sptirtan  child;  contrast 
their  later  education. 

6.  Describe  an  Athenian  school;  what  was  the 
Lyceum  ?  the  Academy  ?  the  Gymnasium  V 

7.  How  has  Socrates  influenced  our  modern  methods 
of  instruction  ?  May  all  subjects  be  taught  by  So- 
cratic  questioning  ? 

8.  Name  some  branches  in  a  modern  scliool  not  pur- 
sued by  pupils  of  ancient  Athens. 

9.  Compare  female  education  at  Sparta  with  that  at 
Athens. 

10.  Contrast  Greek  with  Asiatic  education  as  to 
aim,  scope,  results. 


REVIEW    AND    RESEAKCH  23 

11.  Xanie  four  noted  Greek  teachers  and  charac- 
terize the  work  of  each.  About  how  long  before  the 
Christian  era  did  they  live  ? 

12.  Describe  the  tsvo  chief  writings  of  Plato  and 
contrast  them. 

13.  What  educator  used  harmony  as  the  basis  of  his 
instruction  ? 

14.  What  distinguished  pupil  did  each  of  the  fol- 
lowing instruct:  Socrates?  Plato?  Aristotle? 

15.  Mention  four  respects  in  which  Greek  education 
excelled. 

16.  What  Greek  educator  approached  most  nearly 
to  the  Asiatic  ideal  of  class  instruction  ? 

17.  Who  was  the  most  learned  Grecian  ? 

18.  Describe  the  Alexandrian  library  and  university. 

19.  Account  for  the  fame  of  Socrates. 

20.  Give  leading  features  in  the  pedagogy  of  Plato 
and  of  Aristotle  and  compare  the  work  of  these  two 
philosophers. 

21.  Xame  four  educational  works  by  Greek  writers 
and  give  name  of  author  and  character  of  each  work 
mentioned. 

22.  What  educator  originated  the  first  systematized 
plan  of  education  ? 

23.  Name  four  defects  of  Spartan  education. 

2-1:.  What  Grecian  made  an  important  contribution 
to  geometry  ? 

25.   What  was  an  Athenian  pedagogue  f 
Suggested  Beading 

Education  of  the  Greek  People. — Davidson. 
Old  Greek  Education. — Mahaffy. 
Aristotle  and  Ancient  Educational  Ideas. — David- 
son. 


24  ROME 

Plato's  Republic. — Joivett. 
Plutarch's  "  Lives". 
Homer's  Iliad — Translation. 
Plato's  Laws. — Jowett. 
Aristotle's  Politics. — Jowett. 
Elementary  Greek  Education. — Lane. 

Rome 

1.  Geography  of  Italy:  location,  surface,  cities 

2.  Historical  background 

1.  legendary  period 

2.  rise  of  the  city  of  Eome 

3.  struggles  between  the  patricians  and  the  plebians 

4.  conquests  of  neighboring  territory 

5.  conquests  in  Africa,  Greece,  and  Asia 

6.  supremacy  of  the  Roman  republic 

7.  Rome  becomes  an  empire 

1,  her  greatness  under  the  emperors. 

2.  invasions  by  barbarians  from  the  North. 

8.  decline  and  fall  of  Rome 

3.  Civilization,  etc. 

1.  Roman  religion 

2.  Romans  as  warriors  and  law  givers 

3.  Literature,  art,  philosophy,  etc. 

1.  poverty  in  these  at  first 

2.  influence  of  Greece  on  Rome 

4.   importance  of  oratory  in  the  Roman  republic 

4.  Great  Romans 

Cffisar,  Cicero,  Augustus,   Constantine,  Seneca 
^y^   h.  Education  at  Rome 
1.   In  early  times 

1.  aim  (utility) 

2.  confined  to  the  home 


CICERO 


25 


0.  subjects  (reading,  writing,  arithmetic,   law) 

4.  military  drill 

5.  education  of  women 

6.  results:  "virtuous,  stern,  practical,   robust, 

men;  attractive,  virtuous,  strong,  women  " 

2.  In  later  times  (modified  by  Greek  influence) 

1.  aim:  polished  orators  and  forensic   pleaders 

2.  classes  educated 

3.  schools 

a.  classes 

a.   primary:  7  to  12  years;  under  liter  aUn . 

Note  curriculum,  methods,  etc. 
h.  secondary:  12  to  IG  years;  under  litera- 

tus;  subjects 
c.  higher  (definite  preparation  for  his  life 

work  through   practical  contact  with 

the  forum,  the  Senate,  the  farm,  or 

the  military  camp) 

b.  conduct  of  Roman  schools;  how  supported 

3.  Roman  educators 
1.   Cicero  (Ci^'-e-ro, 

B.  C,  106-43) 
a.  life 
h.   distinction     as 

statesman    a  n  d 

orator 

c.  as  an  educator 
a.   discussion  of 

education  in 
his    writings 
h.   Cicero's  ped- 
agogy 


CiCEKO.    lUti-48    l>.    (' 


2G 


ROME 


/ 


:;  i;.  c.-tw  A.  D. 


'Z.  Seneca  (B.  C.  3  to  A.  D.  65) 

a.  life  ^<- 

b.  Seneca  as  philos- 

opher, educa- 
tor, and  writer 

c.  his  pedagogy 

3.  Varro 
a.  as    a    writer    of 

education  a  1 
works  on  vari- 
ous subjects 

4.  Fliny  the  elder  (27-79  A.  D.) 

a.  as  a  naturalist 

b.  author  of  Natural  History 

5.  Quintilian  (35-95,  A.  D.) 

a.  life 

b.  work  as  teacher 

c.  work  as  writer 

Institutes  of  Oratory 

d.  pedagogy  of  Quintilian;  criticism 
4,   Criticisms  on  Romian  education 

0.  Influence  on  the  people  of  Eome 
6.   What  the  modern  world  owes  to  Roman  civiliza- 
tion 

Questions  for  review  and  researcli 

1.  Give  a  full  description  of  one  work  on  pedagogy 
produced  by  a  Roman. 

2.  Compare  the  number  of  educational  writers  in 
Rome  with  the  number  in  Greece;  account  for  the 
difference. 

3.  What  was  the  chief  aim   in   Roman   education  ? 


sexeca;  varko;  pliny;  quintilian  27 

Prove  this  by  reference  to  earlier  and  later  periods  in 
Roman  history. 

4.  Xanie  three  ways  in  which  Roman  education  was 
modified  by  that  of  Greece. 

5.  Compare  the  education  of  Grecian  women  with 
that  of  Roman  women. 

6.  Who  was  a  literatus  /  a  Uterator  f 

7.  AVliat  was  the  Augustan  Age  ?  Why  is  this  a 
noted  epoch  in  Roman  history  ? 

S.  Make  a  careful  comparison  of  early  and  later 
Roman  education  and  describe  the  effect  of  each  on 
the  people. 

9.  Did  the  Roman  emperors  in  general  favor  educa- 
tion ?     Cite  proofs. 

10.  Who  was  the  most  eminent  Roman  philosopher  ? 

11.  Who  was  Plutarch  "i     Why  is  he  noted  V 

12.  What  period  of  Roman  education  may  be  com- 
pared to  Spartan  ?  Whac  period  to  Athenian  ?  Ex- 
plain. , 

13.  Compare  the  training  of  a  Roman  boy  of  the 
Augustan  Age  with  that  of  a  modern  American  boy. 

14.  Give  author  and  a  brief  account  of  each  of  the 
following  books  by  Roman  writers:  Parallel  Lives; 
Letters  to  Lucilius;  Meditations;  Institutes  of  Ora- 
tory; Of  the  Training  of  Children. 

15.  The  Romans  were  the  law-givers  of  the  world. 
Show  how,  from  earliest  times,  Roman  education 
tended  to  produce  this  result. 

Suggested  Reading 

Life  of  Cicero. — Forsyth. 

Education  of  Children  at  Rome.  —  Clarke. 


THIRD    EPOCH 

Medieval 

/.   Earliest  Christian  Period,  1st   century   A.    D,  to  800 
A.  D. 

1.  Historical  background 

{        1.   decline  of  the  Eoman  Empire 

2.  invasions  of    the    barbarians:    Goths,   German 

tribes,  Huns  and  Vandals 

3.  fall  of  the  Western  Eoman  Empire,  A.  D.,  470 

4.  rise  of  Teutonic  kingdoms  among  the  Goths, 
Burgundians,  Franks,  Lombards  and  Anglo- 
Saxons 

5.  conversion  of  these  tribes  to  Christianity 

6.  rise  of  Eomance  nations:  Italy,  Spain,  France 

7.  rise  oi  Mohammedanism  (7th  century,  A.  D.) 

1.  Mohammed  (or  Mahomet) 

2.  extension  of  Saracenic  doctrines 
8,  conquest  of  Syria,  Persia,  Africa,  and  Spain 

4.  battle  of  Tours  (toor);  imj)ortance 

5.  characteristics  of  Mohammedanism 

2.  Social  and  religious  life  of  the  period 

1.  growth  of  Christian  ideas 

1.  brotlierhood  of  man  and  Fatherhood  of  God 

2.  respect  toward  woman 

3.  importance  of  the  individual 

4.  necessity  of  a  pure  life 

2.  backward  state  of  civilization;  reas-ous 
(28) 


CHRISTIAN    SCHOOLS  29 

3.  the  spirit  of  asceticism 
1.  rise  of  monasteries 
3.   Christ,  the  Founder  of  Cliristianity 

1.  His  great  work  on  earth 

2.  Christ  as  a  Teacher 

1.  Ills  teachings 

2.  His  methods  of  teaching 
^^\.   Education  of  the  period 

1.  aim  (to  prepare  for  a  future  life) 

2.  influences  which   affected   education    (new   re- 

ligion, opposition  of  the  Pagan  world  to 
Christianity,  lack  of  books,  barbarous  con- 
dition of  European  tribes) 

3.  Christian  schools 

1.  catechetical  schools 

a.   purpose,  subjects,  etc. 
6.   the  school  at  Alexandria 

2.  monastic  schools 

a.   purposes;  subjects;    methods  of  conduct- 
ing; benefits 

3.  cliurch  or  parochial  schools 

4.  Christian  educators 

1.  St.  Jerome:  life,  writings,  pedagogy 

2.  Chrysostom  (347-407) 

3.  Basil  the  Great  (329-379) 

4.  Tertullian  (150-230) 

5.  St.     Augustine:     life,    writings,     pedagogy 

(354-430) 

5.  ancient  Irish  schools 

1.  description 

2.  their  importance 


30 


MEDIEVAL    PERIOD 


»).   summary  of  the  work  of  education  during  the 
first  eight  centuries  of  the  Christian  era 

II.    Period  of  the  influence  of  Chniemugne  (800-900). 
1.   Historical 

1.  the  supremacy  of  the  Franks  after  the  Battle 

of  Tours 

1.  Pepin  as  King  of  the  Franks 

2.  Charlemagne,   suc- 

cessor   of     Pepin 

a.  his  conquests  in 

Italy,  among 
the  Germans, 
etc. 

b.  Eoman     Empire 

in  the  West    is 
restored,      with 

Charlemagne  as  Charlemagne.  74i-814 

Emperor;  extent  of  this  Empire 

c.  death    of    Charlemague;  estimate    of    his 

work  and  his  character 

d.  division  of  Charlemagne's  Empire ;  France, 

Germany,  Italy 

2.  Conquest  of  Jlngland  by  the  Danes 

3.  The  Danes  conquered  by  Alfred  the  Great. 
V^2.  Educational 

1.   work  of  Charlemagne  for  education 

1.  founds  schools,  etc, 

2.  favors  increased  education  of  the  clergy  and 

secular  instruction  in  monasteries 

3.  realizes    the   value   of  a   national    system    of 

education 


FEUDALISM  31 

4.  becomes  himself  a  student 

5.  Aleuiii  invited  from  England 
a.  founds  Imperial  school 
h.  his  methods  of  instruction 
c.  importance  of  the  work  of  Alcuin 

work  of  Alfred  the  Great  of  England 

1.  urges     universal    education    among    higher 
classes 

2.  founds  schools;  possibly  the  foundations  of 
Oxford  university 

3.  molds  the  institutions,  manners  and  customs 

of  the  English  people, 

///.   Period  of  the  sumemacy  of  Feudalhm  (900^1200.) 
J.  Historical  background,  etc. 

1.  geography  of  Europe  at  this  time 

2.  lack  of  strong  centralization  of  power 

3.  rise  of  Feudalism 

1.  definition  of  term 

2.  feudal  estates  and  castles 
3.-  chivalry  and  knighthood 

4.  decline  of  Feudalism 

1.  its  merits  and  defects 

2.  causes  of  its  decline 

5.  Norman  conquest  of  England 

6.  the  Crusades 
^y^.  Education 

1.  general  character 

1.  based  on  authority 

2.  controlled  by  church,  etc. ;  no  state  schools 

2.  influences  which  affected 
1.   the  Christian  church 


32  MEDIEVAL    PERIOD 

2.  Feudalism 

3.  the  Crusades 
3.  schools 

1.   church   (monastic,  catliedral,  cloistral) 
a.  the  "  seven  liberal  arts  " 

a.   the  trivium 

h.  the  qnadrivium 
h.   methods;  text-books,  etc. 
c.   merits  and  defects 

2.  Feudal  or  knightly  education  ' 
a.  schools  (the  castles) 

h.   studies    (horsemanshi]),   hunting,    etiquette, 
chess,  poetry,  etc.) 

c.  three  periods  of  a  knight's  education 

d.  education  of  women. 

e.  merits  and  defects  of  feudal  education 

3.  Burgher  schools 

4.  Mohammedan  (Moslem  or  Saracenic)  education 
a.  extent 

h.   schools 
a.   location 
h.   subjects 
c.  kinds 

a.  elementary 
6.   universities 

their  excellence 
c.  influence    of     Moliammedan     education    on 
Medieval  Europe  and  on  the  world. 

V/^  IV.   Period  of  the  Universitiet^  and  Scholasticism  (1200-1500) 

1.    Historical  background 
2.   decline  of  Feudalism 


ST.   THOMAS    AQUIXAS 


33 


universities 


2.  growth    and    importance  of     Italian  and  Ger- 

man cities 

3.  the  Crusades  and  their  influence 

4.  rise  of  modern  languages 
Educational 

1.  beginnings  of  the  Universities 

l.«  description  of  a  medieval    university 

2.  faculties,  management,  etc. 

3.  methods  of  instruction 

■i.   location  of  chief  medieval 
0.   privileges  granted  them 

0.  courses  of  study 

2.  Scholasticism 

1.  definition  of  the  term 
2  the  syllogism 
3.   merits  and  defects 

3.  the  "  Schoolmen  ''■' 

1.  Abelard   (10  7  9- 

1142),  his  work, 
etc. 

2.  Thomas    Aquinas 

(1225-1274) 

3.  Albertus  Magnus 

(1193-1280) 

4.  Duns    S  c  0  t  u  s 

(12G5-1308) 

4.  criticism     of     the 

education  of  the 


St.  TI10.M.4S  .\(^ri.\As.  \-22h  1274 


period 


Questions  for  review  and  research 

1.   Discuss  the  effects  of  early  Christianity  on  edu- 
cation. 


34  MEDIEVAL    PERIOD 

2.  Describe  the  relation  between  church  and  school 
during  the  Middle  Ages;  account  for  this. 

3.  Describe  the  medieval  University;  compare  with 
a  modern  university. 

4.  Define  scholasticism;  who  were  the  Schoolmen? 
Name  three  of  them. 

5.  Name  the  "  liberal  arts  ",  classifying  them  in  the 
usual  manner. 

6.  Name  and  describe  three  well-known  monastic 
orders  pf  the  Middle  Ages. 

7.  Name  three  distinct  services  of  the  monastic 
orders  to  education. 

8.  Name  five  prominent  leaders  in  educational  work 
during  the  Middle  Ages  and  characterize  the  work 
of  each. 

9.  Name  two  noted  books  produced  by  writers  of 
the  Middle  Ages. 

10.  When  does  the  historical  "  Middle  Age  "  close, 
according  to  text-books  on  general  history  ? 

11.  Give  an  account  of  the  earliest  schools  of  Ire- 
land ;  compare  them  with  the  contemporary  schools  of 
continental  Europe  and  England. 

12.  Describe  the  manner  of  teaching  Latin  during 
medieval  times. 

13.  What  is  meant  by  neo-Platonism  ? 

14.  What  was  the  first  form  of  Christian  schools  '? 
What  new  ideas  did  they  introduce  ? 

15.  Contrast  the  Christian  with  the  Pagan  schools 
of  Rome. 

IG.  Why  was  Latin  so  long  the  language  of  the 
schools  of  Europe  ? 


REVIEW    AND    RESEARCH  35 

IT.  Why  did  the  early  Christian  educators  abandon 
the  pagan  chissics  ?     Was  tliis  justifiable  ? 

18.  What  two  early  Christian  doctors  were  most 
strongly  opposed  to  pagan  literature  ?  Xame  two 
who  favored  it. 

19.  Describe  two  of  the  writings  of  8t.  Augustine. 

20.  Describe  the  medieval  course  of  study;  the 
medieval  school  and  text-books. 

21.  Estimate  the  importance  of  the  work  of  Charle- 
magne and  Alcuin.  Why  is  the  age  of  Charlemagne 
sometimes  called  a  renascence  f 

22.  To  what  extent  were  women  of  medieval  times 
educated  ?     Give  instances. 

23.  What  was  the  effect  of  the  Mohammedan 
movement  ? 

24.  Compare  Moslem  with  Christian  education  dur- 
ing the  Middle  Ages.  What  is  the  present  status  of 
Moslem  education  ? 

25.  What  is  the  Koran  V 

"26.  Show  the  extent  of  the  Mohammedan  empire 
at  the  time  of  the  Battle  of  Tours;  what  couritries 
at  present  profess  the  Mohammedan  faith  ? 

27.  What  was  the  leading  form  of  secular  education 
during  the  Middle  x\ges  ?  Compare  it  with  that  under 
the  control  of  the  church. 

28.  Was  the  Renascence  inaugurated  by  Charle- 
magne permanent  ? 

29.  What  was  the  purpose  of  catechetical  schools  V 
AVhere  was  the  most  important  one  of  these  located  ? 

30.  Xame  four  respects  in  which  Christ's  methods 
>of  teaching  illustrate  the  best  principles  of  pedagogy, 

31.  Defiue  Dialectics. 


36  MEDIEVAL    PEEIOD 

32.  Give  three  reasons  why  the  early  Christians  were- 
backward  in  intellectual  development. 

33.  Who  were  the  "  Brethern  of  the  Common  Life  "? 

34.  Xame    two    famous    centers    of    Mohammedan 
learning. 

35.  Xame  two  noted  medieval  Christian  universities. 

36.  Xame  some  subjects  originated  by  the  Arabs. 

37.  Describe  knightly  or  feudal  education  and  state 
its  purpose. 

38.  State  and  explain  the  effects  of  the  Crusades  on 
education. 

39.  What    good    influence    did    the    "  Schoolmen  " 
exert  ? 


"  The  great  work  of  the  Middle  ages  was   to   Chris- 
tianize Europe. " — Slmnp. 


Suggested  Reading 

Rise  and  Early  Constitution  of   Universities.  - 

— Laurie. 
History  of  Civilization.  — G«/2oL 
Essays  Educational. — Bro.  Azarias. 
The  Crusades. — Michand. 
Quintilian. — Translation  by  Watson. 
Cyclopaedia  of  Education. — Sonnenschein. 
Alcuin  and  the  Rise  of  the  Christian  Schools. — 

West. 
Abelard    and    the    Origin    and    Early   History   of 

Uni  versifies.  —  Compayrc. 
Legends  of  Charlemagne. — Bidjinch. 


FOURTH  EPOCH 

MODERN 

J.   Period  of  the  humanistic  reformers   or    the   Renaissance 
(1500-1600). 
Reijresentative    educators, — Erasmus,    Sturm,    the 

Jesuits. 
1.    Historical  background 

1.  growth  of  modern  nations 
1.   Eughind 

a.  the  Magna  Charta  granted 

b.  rise  of  the  House  oi   Commons 

c.  the  Hundred  Years'  War 
a.  chief  events 

h.  results 
(I.  the  Wars  of  the  Roses 

a.  results 
e.  growth  of  the   English   language   and   lit- 
erature 


<:;EOyFI*:Y    f'HArfER.    K^Jl'-HIWI  .IfHIN     \\v(7.,FFK,    ^lO    l:iH4 

&1) 


38  THE     REKAISSAXCE 

a.   Chaucer  and  Wycliii'e 
<..   France  - 

a.  the  French  and  the  Crusades 

b.  the  States-general 

c.  etfects  of  the  Hundred  Years'  War 

d.  important  reigns  of  Louis  XI  and  Charles 

VIII 

e.  beginnings  of  French  literature 
a.   Troubadours  and  Trouveurs 

3    Germany 

a.  attempts  of  Otto  the   Great  to  renew   the 

Roman  Empire 

b.  foreign  conquests 

c.  Germany  broken  into  petty  states 

d.  formation  of  the  Swiss  Republic 

e.  Austria  gains  the  imperial  crown 
/.   German  literature 

Niebulungen  Lied  and  the  Minnesingers 
4.   Italy 

a.  lack  of  nationality 

b.  importance  and  splendor  of  cities:   Venice, 

Genoa,  Florence 

c.  revival  of  classical  learning 

2.  The  discovery  of  America  (1402) 

3.  Other  noted  voyages  and  discoveries 

4.  The  Protestant  Reformation 

5.  The  ascendancy  of  Spain 

1.  Charles  V 

2.  Philip  II 

3.  the  expulsion  of  the  Moors 


THE    RENAISSANCE  39 

G.   The  Etigish  Reformation 

1.   Henry  VIII,  Mary  Tudor  and  Elizabeth 
Educational 
1,  the  Renaissance 

1.  causes 

a.  resemblance  of  Italy  to  ancient  Greece, — 

a  number  of  wealthy  independent  cities. 
(Here  the  Renaissance  began) 

b.  dispersion  of  Greek  scholars  through   the 

fall  of  Constan«tinopie 

c.  recovery  and  study  of  the  Greek  and  Latin 

classics 

d.  influence  of  the  Saracenic  schools 

e.  the  Crusades 

/.   rise  of  modern  European  nations 

g.  rise  of  national  languages  and  literatures 

h.  invention  of  the  art  of  printing 

i.   beginning  of  intercourse  among  nations 

j.  geographical  discoveries 

k.  decline  of  Feudalism 

l.  rise  of    great  cities  as  centres    of  wealth 

and  refinement 
m.  complete  Christianizing  of  Europe 

2.  The  beginning  of  the  Renaissance  in  Italy 

a.  Dante  (1265)   opens  the   way   for  Italian 

language  and  literature 

b.  Petrarch    and    Bocaccio    (l-itli    century), 

students  of  Latin  and  Greek 

c.  introduction  of  Greek  teachers  in  the  uni- 

versities 
<l.  great  achievements  in  Art 


40 


THE     RENAISSANCE 


3.  The  Renaissance  in  Xorthern  Europe 
a,   intellectual  awakening  of  all  Europe 
h.   Elizabethan  literature  in  England 

c.  Greek  and  Latin  classics  find  a  foothold  in 

England 

d.  great  revival  of  classical  learning  in  Ger- 

many 

4.  Character  of  the  Renaissance 

a.   revived    study  of  classical  languages  and 

literature 
h.  ancient  authors  given  to  the  world 

c.  pedagogical  methods  considered  and  defi- 

nite preparation  of  teachers  encouraged 

d.  extension  of    secondary  education   to  all 

classes  proposed 

e.  efforts  to  produce  better  text-books 

/.  appearance    of   a     few     live,    progressive 
teachers 

5.  Humanistic     educators:     Erasmus,    Sturm, 


VivES.  1492-1540  Agricoi.a,  144:!-14l*o 

Luther,  A'ives,  the  Jesuits,  Ramus,  Ra- 
belais, Melanchthon,  Ascham,  Agrioola, 
Reuchlin,  Troizendorf,  Xeander 


Practical 

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42 


THE     KENAIS3ANCE 


Note. — For  careful  study  only  those  names  in  large 
type  are  to  be  taken. 

Study  of  the  humanistic  educators 

Study  each  according  to  the  following  outline 

1.  Sketch  of  his  life 

2.  Character  of  his  educational  work 

3.  Theories  or  reforms  with  which  he  was  identified 

4.  His  system  of  pedagogy 

5.  His  writings 

6.  His  influence 
Group    the    educators   of 

the  sixteenth  century  around 
Erasmus,  the  best  repre- 
sentative of  humanistic 
thought  regarding  proper 
subjects  of  study, and  around 
Sturm,  who  best  represents 
humanistic  ideals  of  school 
organization  and  discipline.  kkasmus.  uHv-isai 

Questions  for  review  and  research 

1.  Name  five  causes  and  five  results  of  the  great 
Eenaissance. 

2.  What  is  the  meaning  of  the  term  "  Renaissance  "  r 

3.  Describe  the  state  of  education  in  Europe  before 
the  Renaissance. 

4.  "  The  Renaissance  was  not  merely  progress  along 
the  old  lines;  it  Avas  a  revolution." — Shoup.  Prove 
this  statement. 

5.  Where  did  the  Renaissance  begin  ?  How  did  it 
manifest  itself  there  ? 


REVIEW    AXI)    RESEARCH 


43 


().  Name  three  leaders  of  the  Xew  Learning  in  Ger- 
many. 

7.  Why  did  the  study  of  Greek  and  Latin  literature 
give  so  great  an  impulse  to  European  thought  ? 

8.  Did  the  practice  of  educational  methods  keep  pace 
with  the  th&n-i/  during  the  sixteenth  century  ? 

9.  Give  a  sketch  of  the  work  of  Erasmus,  noting 
wherein  he  was  representative  of  the  highest  phase  of 
sixteenth  century  humanism. 

10.  Name 'some  faults  in  medieval  education,  which 
the  Renaissance  educators  sought  to  correct. 

11.  Describe  the  effect  of  the  revival  of  learning  on 
the  universities. 

12.  Was  female  education  advanced  to  any  extent 
during  the  sixteenth  century  V 

13.  What  are  the  "  Humanities  "  ? 

14.  What  was  the  attitude  of  Erasmus  toward  female 
education  ? 


RAiiELAis,  1495-1553  Luthek.  1-1S3-15-16 

15.  Describe  the  "  Gargantua  "  of  Rabelais. 

16.  Name    three   reforms   in    education    advocated 
by  Luther. 


44 


THE     RENAISSANCE 


17.  Who    is    called    the    Preceptor    of    Germany 
(Melanchthon.) 

18.  Describe  fully  Me- 
lanchthon's  system  of  school 
organization. 

19.  What  other  school  or- 
ganizer belongs  to  this  peri- 
od ?  How  does  his  system 
of  grading  differ  from  that 
of  Melanchthon  ? 

20.  Describe  the  work  of 
Melanchthon  as  teacher  and 

as   writer.  .\U:,,an.  nnn.N.   1033-1592 

21.  Xame  some  distinguished  pupils  of  Melanchthon. 

22.  Describe  the  work  of  Sturm  as  teacher. 

23.  Describe  fully  the  course  of  study  in  Sturm's 
Strasburg  "  Gymnasium  ";  criticise  it. 


Stuuji,  1507-1589  Montaigne,  1533-1592 

24,  What  was  Sturm's  ideal  of  an  educated  man? 

25.  Wherein  did  Montaigne  differ  radically  from  the 
other  humanists  in  his  theories  of  education  ? 


REVIEW    AND    RESEARCH 


45 


Loyola.  1-191-1556 


26.  Give  a  sketch  of  the 
life  of  Ignatius  of  Loyola. 

27.  Give  an  account  of  the 
founding  and  growth  of  the 
Jesuit  order. 

28.  What  was  the  "Sax- 
ony School  Plan"  ? 

29.  Give  a  description  of 
the  Jesuit  course  of  study  as 
outlined  in  the  "  Ratio  Stu- 
diorum  ". 

30.  Give  a  critical  estimate  of  the  work  accom- 
plished by  the  Jesuit  schools. 

31.  Describe  fully  As- 
cham's  special  methods  of 
instruction. 

32.  Among  what  educa- 
tors was  the  professional 
training  of  teachers  strongly 
advocated  ?  To  what  e  x  - 
tent  were  their  teachers 
trained  ? 

33.  What  educator  most 
strongly  advocated  milder 
discipline  ? 

34.  What  sixteenth  century  educator  called  attention 
most  emphatically  to  the  natural  sciences  ? 

35.  Give  the  author  and  a  brief  description  of  each 
of  the  following  works:  (rargantua,  On  the  Order  of 
Studies,  The  Scholemaster,  Ratio  Studiorum,  On  the 
First  Liberal  Education  of  Children. 


AsCHAM,  1515-15H8 


46  THE    RENAISSANCE 

Write  an  essay  characterizing  the  educational  work 
of  the  reformers,  and  showing  the  status  of  educa- 
tional thought  at  the  end  of  the  sixteenth  century. 

Suggested  Beading 

Essays  on  Educational  Reformers. — Quick. 

The  Scholemaster. — Ascham. 

Ascham  and  Arnold.  —  Carlisle. 

Loyola  and  the  Educational  system  of  the  Jesuits. 

— Hughes. 
Rabelais. — Besant. 
Essays  Educational. — Bra.  Azaria-s. 
Montaigne  on  the  Education  of  Children. 
Life  of  Erasmus. — Le  Clcrc. 


FOURTH  EPOCH 


1592-1671 


MODERN 

11.   Period  of  the  Innovators  or  the  Reaction  (1000-1700). 
Representative  educator,  Comeiiius. 
1.   Historical   background 

1.  rise  of    the  Xether- 

lauds 

1.  wars  with  Spain 

2.  treaty  of  1609 

2.  Catholics    and    Hu- 

guenots   at    war 
in  France 

3.  the     Thirty    Years' 

war 

1.  causes 

2.  leading  events 

3.  treaty  of  Westphalia  (1648) 

4.  effects  of  this  war 

4.  France  under  Louis  XIV 

1.  leading  events  of  the  period 

2.  decline  of  France 

5.  England 

1.  reign  of  the  Stuart  kings 

2.  civil  war  in  England 

3.  the  Commonwealth  (1649-1660) 

4.  rise  of  Puritanism 

5.  restoration  of  the  Stuarts  (1660) 
'      6.  Revolution  of  1688 

(47) 


48  THE    IXXOVATORS 

7,  reign  of  the  Orange-Stnarts 

8.  literature  in  England  during  this  period 

y  C.  intellectual  activit}^  in  all  European  countries 
/I.  Education 

1.  chief  features  of  the  reaction  against  Human- 

ism 

1.  rise  of  philosophic  thought,  indirectly  affect- 

ing education  (Descartes,  Lock%,  Male- 
branche) 

2.  attempts  to  introduce  real  improvements  in 

the  methods  and  discipline  of  the  schools 

3.  attempts  to  enrich  the  courses  of  study  be- 

yond the  limits  of  the  classics 

4.  conformity  to  j^ature  in  the  methods  of  in- 

struction   (inductive  method);  a  return 
to  nature  for  the  material  for  instruction 

5.  a  study  of  the  vernacular  becomes  part  of 

the  new  curriculum 
0.  an  effort  to  introduce  real,  i.  e.,  practical, 
utilitarian,  studies  into  the  schools 

7.  cultivation  of  the  perceptive  powers  of  the 

pupils 

8.  study  of  things^  rather  than  of  ivords  (sense- 

realism) 

9.  Latin  and  Greek  confined  to  higher  schools 
10.  physical  education  thought  of 

2.  The    "  Innovators  ",   leaders  in  the   reaction 

against  Humanism :  Bacon,  Milton,  Co- 
menius,  Locke,  the  Port  Royalists,  the  Ora- 
torians,  Fenelon,  Ratke  (or  Ratich),  La 
Salle  and  the  Brothers  of  the  Christian 
schools. 


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50  THE     IXXOVATORS 

Study  of  the  Innovators 

Study  each  of  the  names  in  the  table  according  to 
the  following  outline: 

1.  Sketch  of  his  life 

2.  Character  of  his  educational  work 

3.  Theories  or  reforms  with  which  he  was  identified 

4.  His  system  of  pedagogy 

5.  His  writings 

6.  His  influence 

Questions  for  review  and  research 

1.  Show  how  Montaigne  and  Rabelais  anticipated 
the  ideas  of  the  Innovators. 

2.  Xame  five  reforms  in  education  insisted  upon  by 
the  Innovators. 

3.  What  are  real  studies  V 

4.  Make  a  careful  comparison  of  the  education  ad- 
vocated by  the  Reformers  and  that  advocated  by  the 
Innovators,  showing  the  difference  between  Humanism 
and  Realism. 

5.  To  the  cultivation  of  what  mental  power  would 
the  Innovators  give  special  attention  V 

6.  Xame  three  errors  of  the  Innovators  in  matters 
pertaining  to  education. 

T.  Show  why  Ratich  is  sometimes  called  the  first  of 
the  Innovators. 

8.  Xame  some  useful  principles  enunciated  by 
Ratich.     Why  did  he  fail  as  a  teacher  ? 

9.  Show    how    Bacon    influenced     Comenius;    how 


REVIEW    AND    RESEARCH 


51 


Fi;an(  IS    liAiDN,   I.Sri l-lfiJt^ 


Ratich  intiuenced  Comenius. 

10.  Give  51  sketch  of  the 
life  and  character  of  Come- 
nius. 

11.  Describe  Comenius's 
plans  for  school  organiza- 
tion. What  educators  before 
his  time  presented  similar 
jilans  ? 

12.  Give    an    account   of 
each  of  the  writings  of  Comenius,  showing  its  purpose 
and  scope. 

13.  State  your  idea  of  what  is  meant  by  inductive' 
methods. 

14.  Compare  the  pedagogy  of  the  seventeenth  cen- 
tury educators;  note  points  of  resemblance  and  of 
difference,  and  show  wherein  each  represents  the  spirit 
-of  the  Innovators. 

15.  What  educators  inspired  the  great  writings  of 
Comenius  ? 

16.  Show  how  each  of  the  educators  of  this  century 
was  utilitarian  in  his  views  of  education. 


Rkxb   Dksiaktes.  l.iW-lHnO 


John  ^Iilton.  Iii(tis-1T19 


5,2 


THE     INNOVATORS 


17.  Give  a  brief  account  of  Descartes  and  the  Car- 
tesian philosophy. 

18.  What    was    Milton's    idea    of    a    well-organized 
school  ? 

19.  Xame  three  principal  contributions  to  pedagogy 
made  by  the  Port-Royalists. 

20.  Describe    Milton's   plan   of    education   and  his 
chief  suggestions  as  to  proper  methods  of  teaching. 

21.  Show  how  Locke's  life  and  environment  colored 
the  scheme  of  education  set 
forth  in  his  pedagogical  writ- 
ings. 

22.  What  is  Locke's  idea 
of  a  complete  education,  and 
how  would  he  secure  this  '? 

23.  Mention  three  points 
of  excellence  and  three 
faults    in    the    schools     of 

Port-Eoyal.  .Iohn  Locke,  1632-1T04 

24.  Who    organized    the    first    normal    school  ?  (La 
Salle,  1084). 

25.  (live  an  account  of  the 
work  of  the  Fathers  of  the 
Oratory. 

2«i.  Who  is  the  first  mod- 
ern educator  to  treat  ex- 
haustively of  the  education 
of  women  ?  What  was  the 
state  of  female  education  at 
this  time  ?  Describe  this 
educator's  scheme  to  im- 
prove it. 


.lonN   Kattist  I>e  La  Sall?;. 

iaTi-1719 


REVIEW    AND    RESEARCH 


53 


I>'en'elon,   1651-1715 


27.  "  Feiielou    exemplifies    the    molding   power   of 
education.''     Describe   fully 
how  he  does  this. 

28.  Give  an  account  of  the 
work  of  La  Salle,  especially 
in  his  efforts  for  the  improve- 
ment of  teachers. 

29.  What  schools  first  used 
phonetic  speUmg  ? 

30.  Xame  four  distinguish- 
ing points  in  Fenelon's 
pedagogy. 

31.  Give  the  author  and  a  brief  description  of  each 
•of  the  following:  TeJemachus^  Thought-:  Concerning  Edu- 
cation, Novum  Orgcmum,  Dialogues  of  the  Dead,  On  the 
Human  Undcrxfanding,  Tractate  on  Education,  Gate  of 
Tongues  Unlocked,  On  the  Education  of  Girls,  Magna 
Didactica,  Orb  is  Pictus. 

32.  Write  an  essay  showing  the  advance  in  educa- 
tional thought  between  1600  and  1700. 

33.  Of  the  following  branches  of  study — Languages, 
Matliematies,  History,  Science,  and  Literature — show 
the  relative  importance  in  schools  at  the  close  of  the 
seventeenth  century. 

.Suggested  Beading 

Ilssays  on  Educational  Reformers. — Quick. 
John  Amos  Comenius. — Laurie. 
Orbis  Pictus  of  Comenius. — Bardeen. 
The  Place  of  Comenius  in  the  History  of  Educa- 
tion.— Butler. 


54  THE     INNOVATORS 

The  Text-books  of  Comenius. — Maxwell. 
Comenius   and    the    Beginning    of    Educational 

Reform. — Monroe. 
Education  of  Girls. — Fenelon. 
Port- Royal  Education. — ('aflet. 
Locke's  On  Education  (notes  by  R.  H.  Quick). 


FOURTH    EPOCH 

MODERN 

///.   Period  of  Revolatioaary  ideas  (1700-1800) 

Representative  educator,  Rousseau. 
1.   Historical  background 

1.  England 

1.  Parliament    gains    the    ascendency    (Bill    of 

Rights) 

2.  reign  of  Queen   Anne 

3.  American    and     Irish    Revolutions;-   results 

2.  Prussia  becomes  supreme  among  German  states 

1.  the  "  Great  Elector  "  and  his  successors 

2.  War    of    the    Austrian  Succession    and    the 

Seven  Years'  War 

3.  France 

1.   the  great  French  Revolution  (1789-1799) 

a.  the  Bourbon  kings  and  the  nobles 

b.  causes  of  the  Revolution 

c.  the  National  Assembly 

d.  destruction  of  the  Bastile 

e.  flight  of  the  king 

/.  the   Legislative  Assembly — three  divisions 
g.   Xational  Conven*tion ;  republic  established ; 

execution  of  the  king 
h.  the  Reign  of  Terror 
(55) 


j56  revolutionary  ideas 

/.   the  Directory 

j.  Xapoleon  becomes  consul  of  France,  1799 
4.  results  of  these  revolutions 

2.  Social  conditions  in  Europe 

1.  great  iinrest  of  the  people 

2.  oppression  of  lower  classes  by  tlie  higher 

3.  attempts  of  the  common  people  to  secure  their 

rights 

4.  attitude  of    the  French  revolutionists  toward 

educational  reform 

3.  Education 

1.  Chief  features  of  education 

1,  influenced  greatly  by  the  social  and  political 

conditions  of  the  Age 

2.  little  progress  made 

3,  great    dissatisfaction;    radical   changes   sug- 

gested 

4.  schools  and  school  systems  begin  to  show  the 

results  of  the  teachings  of  the  reformers 
and  the  innovators 

2.  Educational  movements 
1.  The   Pietists 

a.  founding  by  Spener 

b.  doctrines  and  purpose 

c.  Francke,  1063-1727 

a.  life 

b.  services  to  education 

c.  pedagogy  of  Francke 

,d.   Pedagogium   and    other  institutions  at 
Halle 


EDUCATIONAL    MOVEMEXTS 


57 


The  Keal-Sohool 
luovenieiit 

X.  meaning  of  the 
term  Real- 
School 

).  connection  of 
Francke,  Wei- 
gel  and  Semler 
with  the  move- 
ment 


Al'GrsT    llEllMAN 


c.  founding  of  other  real-schools 

d.  relation  to  present  educational  conditions 

in  Germany 
The  Philanthropinic  movement 

a.  meaning  of  Philanthropin 

b.  fundamental  ideas  of  the  Philanthropinists 

c.  Basedow  (Ba'-zeh-do,  l?2:3-17'JO) 
a.  life 

6.  founding  of 
the     Philan- 
thropin 
ft.  how  c  0  n - 
ducted 

b.  its  decline 

c.  its  fame  and 

influence 

c.  Basedow's 

pedagogy 

d.  Basedow's  pedagogical  work 

other   individual    educators:    Rollin,    Rous- 
seau, Kant 


JoHANN  Bernard  Basedow, 
1723-1790 


58 


REVOLUTIONARY    IDEAS 


Tabulated  List  of  18th  Century  Educators 


Name 


Rollin 


Fraiicke 
(F'rank'- 
keh) 


Rousseau 
(Roos-s6') 


Basedow 


Birthplace 


France 


Germany 


Germany 


Date 


1663-1727 


1723-1790 


Brief  Characteriza- 
tions 


Teacher  in  Univer- 
sity of  Paris:  his- 
torian: pedagogi- 
cal writer. 

Connected  with  Pi- 
etist a  n  d  Real 
School  move- 
ments. 

Most  renowned  edu- 
cational writer  of 
the  18th  century. 

F  o  u  n  d  e  r  of  the 
Philanthropin. 


Writings 


1.  Ancient  History. 

2.  Treatise  on 

Studies. 


1.  Emile. 

2.  Confessions. 


1.  Treatise  on 

Srhools  and 
Studies. 

2.  Method  Book: 

3.  Elementary  book 


Study  of  eighteenth  century  educators 

Study  each  according  to  following  outline: 

1.  Sketch  of  life. 

2.  Character  of  his  educational  work, 

3.  Theories  or  reforms  with  which  he  was  identified. 

4.  His  pedagogy. 

5.  His  writings. 

0.  His  influence. 

Questions  for  review  and  research 

1.  Show  fully  how  the  social  and  political  condi- 
tions of  Europe  in  the  eighteenth  century  colored  the 
educational  thought  of  the  time. 

2.  What  new  turn  was  given  to  the  humanities  dur- 
ing this  century  ?  (The  classics  were  studied  for 
culture.) 

3.  What  new  spirit  was  introduced  into  the  univer- 
sities ?     (Freedom  of  investigation.) 


REVIEW    AND    KESEARCH 


59 


4.  Show  how  Comeniiis  paved  the  way  for  the  Real- 
School. 

0.  Show  how  Rousseau  was  the  precursor  of  the 
Philanthropinists. 

Note.-  Notice  the  difference  between  Rousseau, 
who  simply  expounded  theories,  and  the  Pietists  and 
Philanthropinists,  who  actually  set  out  to  carry  these 
reforms  into  effect. 


Jkan  JAC(irEs   HorssEAU,  1712-1778 


Cuari.es   K(u.lin.  l(it;i-1741 


6.  Make  a  comparison  of  the  work  of  RoUin  and 
that  of  Ratich. 

7.  Show  wherein,  according  to  the  later  humanists, 
lies  the  true  value  of  a  study  of  the  Greek  and  Latin 
classics. 

8.  Distinguish  clearly  between  the  educational  ideals 
of  these  humanists  and  of  the  Realists. 

9.  Give  a  full  description  of  Rousseau's  "  Emile  "; 
criticise  it  and  show  why  it  is  considered  so  remark- 
able and  why  it  has  had  so  great  influence. 

10.  Did  Rollin  give  any  new  principles  to  the  world  ? 
What  old  principles  did  he  emphasize  ? 

11.  Contrast  Rollin's  Treatise  and  Rousseau's  Emile. 


60  REVOLUTIONARY    IDEAS 

12.  Name  three  great  educational  principles  which 
Kant  especially  emphasized. 

13.  Give  reasons  for  the  decline  of  Basedow's'school ; 
what  evils  in  the  education  of  the  time  had  he  sought 
to  correct  ?  with  what  success  ? 

14.  Note  any  efforts  for  the  better  training  of  teach- 
ers, which  belong  to  the  eighteenth  century. 

15.  Give  a  full  account  of  the  Pietist  and  of  the  Real 
School  movements. 

16.  Which  ones  of  the  eighteenth  century  educators 
were  practical  teachers  ? 

17.  What  was  Rousseau's  idea  of  the  proper  edu- 
cation of  women  ? 

Suggested  Reading 

Rousseau's  Emile. — Payne. 

Educational  Reformers. — Quick. 

Rousseau  and    Education  according  to  Nature. — 

Davidson. 
History  of  Modern  Education. —  WilUams. 
Basedow. — Lang. 


FOURTH  EPOCH 

MODERN 

IV.   Nineteenth  Century  peviod  (1800- 

Representative  educators:  Pestalozzi    and  Herbart. 

1.  Historical 

1.  Attainment  of  political   and   religious  freedom 

among  the  nations  of  Europe 

1.  In  England 

a.  growth  of  the  spirit  of  liberalism 

a.  reform  bills  of  1832,  1867,  and  1884 

b.  growth  of  religious  freedom 

r.   extension  of  the  British  Empire 

2.  In  France 

n.  changes  in   form   of  government   in   early 
part  of  nineteenth  century 

b.  the  Franco-Prussian  war 

c.  final  establishment  of  the  French  republic 

3.  In  Germany 

a.  attainment  of    unity  among  the   German 

states 

b.  establishment  of  the  German   Empire 

2.  Wonderful  prosperity  and  growth  of  liberty  in 

the  United  States  of  America 

2,  Educational 

1.  Chief  features  of  the  nineteenth  century  edu- 
cational movement.  (Quoted  from  David- 
son) 

(61) 


62  NINETEENTH     CEXTURV 

1.  Advance  with  reference  to  instructors  (train- 

ing of  teachers) 

2.  Advance  with  reference    to    the   instructed 

(extension  of  education  to  all  classes) 

3.  advance  with  reference  to  the  matter  of  in- 

struction    (broadening     and     enriching 
courses  of  study) 

4.  advance  in  methods  of  instruction 

5.  advance  with  reference  to  the  end  of  education 
(For  a  very  full   discussion   of  nineteenth   century 

characteristics,  the  student  is  referred  to  Williams's 
History  of  Education,  Chapters  XV-XXI.) 

2.   Educational  leaders:  Pestalozzi,  Froebel,  Her- 
bart,  Mann,  Spencer,  Jacotot,  Arnold,  Bain 

Study  of  nineteenth  century  educators 

Study  each  of  the  above  educators  from  the  follow- 
ing outline: 

1.  Sketch  of  his  life. 

2.  Character  of  his  work  as  educator. 

3.  Theories  or  reforms  with  which  he  was  identified. 

4.  His  systeju  of  pedagogy. 

5.  His  writings. 
G.   His  influence. 

XoTE — Group  the  educators  of  this  century  around 
Pestalozzi,  who  represents  the  emotional  side  of  educa- 
tional reform,  and  Herbart,  who  represents  the  scientific; 
show  how  each  of  the  nineteenth  century  educators 
represents  some  of  the  characteristics  of  the  century, 
as  previously  given. 


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64 


NINETEENTH     CENTURY 


Questions  for  review  and  research 

1.  Xame  all  the  distinguishing  features  of  educa- 
tional work  in  the  nineteenth  century. 

2.  Xame  some  new  branches  of  study  that  have 
been  introduced  into  schools  within  the  past  century. 

3.  Give  an  account  of  the    philosopher  Kant,  and 
show  his  influence  on   19th 
century  pedagogy. 

4.  Compare  the  work  of 
Pestalozzi    with    that     of 

•  Eousseau. 

5.  Show  how  advances 
have  been  made  during  this 
century  in  the  professional 
training  of  teachers;  name 
five  means  by  which  this  has 
been  secured. 

(I.  Name  three  means  by  which  the  teachers  of  to- 
day are  enabled  to  use  better  methods  of  teaching  than 
those  of  twenty-five  years  ago  (better  text-books,  bet- 
ter equij)ment  in  schools,  etc. ;  name  others.) 

7.  Give  an  outline  of  the 
work  of  Pestalozzi  as  teacher. 

8.  Find  in  some  atlas  the 
map  of  Switzerland  and  lo- 
cate thereon  the  scenes  of 
Pestalozzi 's  labors,  Burg- 
dorf,  Stanz,  Yverdun,  etc.        ^i^^^h^  ^'yn'^.SK^  / 

9.  Briefly  summarize  the 
peculiar  traits  of  Pestalozzi 's 
character,    and    show    h  o  w  .,ohn  henry  i-estalozzi.  i746  issr 


Ijimanual  Kant.  1737-1804 


REVIEW    AND    RESEARCH 


65 


these   were    favorable   or   unfavorable    to    his    success 
as  teacher. 

10.  Give  a  description  of  the  two  leading  books  by 
Pestalozzi;  show  how  they  were  inspired  by  the  con- 
ditions of  the  time  in  which  he  lived,  and  explain  their 
influence. 

11.  Give  an  account  of  Pestalozzi's  work  at  8tanz; 
at  Yverdun. 

12.  Give  five  leading  principles  of  the  pedagogy  of 
Pestalozzi. 

13.  Account  for  the  fame  of  Pestalozzi. 

14.  Whai  is  the  underlying  principle  of  Froebel's 
pedagogy  ? 

15.  Give  a  sketch   of  the 
life  of  Froebel. 

IG.   Give  a  descri})tion  of   ' 
Froebel's  probable  idea  of  a  ; 
kindergarten.     Show  the  fit-  \ 
ness    of    the    term,    kinder- 
(jarten. 

IT.   Describe     a     modern 
kindergarten. 

IS.  Give  an  account  of  the  connection  of  Froebel 
and  Pestalozzi. 

19.  What  is  the  purpose  of  a  kindergarten  '? 

20.  What  other  great  educator  was  undoubtedly  in- 
fluenced by  Pestalozzi  ? 

21.  What  are  the  gifts  of  Froebel  ? 

22.  Xame  three  of  the  "  paradoxes  "  of  Jacotot. 


"'REUhKU  u    I  i.(ji,i;li.,  17S2-1852 


66 


XINETEEXTH    CENTURY 


23.  Xame  two  prominent 
English  educators  of  this 
century  and  give  the  chief 
features  of  the  pedagogy  of 
each. 

24.  Briefly  characterize 
t  h  e  \v  o  r  k  of  Alexander 
Bain;  of  Bell;  of  E.  H. 
Quick;  of  Dr.  Arnold;  of 
Lancaster. 


Joseph  .Tac(jtot.  1770-1840 


25.   Discuss  the  value  of  Mann's  work  for  education. 


iioMAs  Ai!\oi.i).  1795-1842 


Horace  Mann.  179fi-18n9 


REVIEW    A XI)    KESEAUCll 


67 


Alexander  Haix.  1818-  R.  II.  i 

26.  Describe  the  practice-school  of  Herbart. 

27.  What  tendencies  in  modern  education  are  trace- 
able to  Herbart  ? 

28.  Give  an  account  of  some  of  the  leading  features 
of  Herbart 's  psychology. 


.lollM    FliEDEUU  K   IlKlUlAlIT.    178(1-1841 


Heriiert  Spenckr.  18iu- 


2i).  What  is  Spencer's  standard  of  a  complete  edu- 
cation ?     How  would  he  secure  this  ? 

30.  Criticise  Spencer's  plan  of  education. 

31.  Name  two  pedagogical  works  produced  during 
the  nineteenth  century  in  Europe;  three  in  America; 
two  in  Germany;  two  in  France.      Briefly  describe  each. 

32.  Xame  five  standard  works  on  pedagogy  published 
-within  the  past  ten  years. 


68  XINETEENTH    CEXTL'RY 

Write  an  est-ay  on  modern  tendencies  in  education. 
Suggested  Reading 

The  Outlook,  closing  chapter  of  Davidson's  Hldory 
of  Education. 

The  Education  of  Man. — Froebel. 

Pestalozzi — His  Life  and  Work. — DeGuimps. 

Essays  on  Educational  Reformers. — Quick. 

Herbart's  A.  B.   C.   of  Sense-Perception. — Eckoff. 

An  Old  Educational  Reformer— -Dr.  x\ndrevv  Bell. 
— MeiHejo/in. 

How  Gertrude  Teaches  her  Children. — Pestalozzi. 

Leonard  and  Gertrude, — Pestcdozzi. 

Autobiography  of  Friederich  Froebel  (translated 
by  Michaelis  and  Moore). 

Froebel's  Letters  on  the  Kindergarten. 

Kindergarten  System,  its  origin  and  develop- 
ment.— Hanschmana. 

The  New  Education. — Meiklejohn. 

Herbart's  Letters  and  Lectures  (published  by  C. 
W.  Bardeen). 

Herbart  and  the  Herbartians. — DeGarmo. 

The  Education  of  Man. — Froebel. 

Letters  on  Early  Education. — Pestalozzi. 

Systems  of  Education. — Gill. 

Education,  Intellectual,  Moral,  and  Physical. — 
Spencer. 

The  Kindergarten  System  in  a  Xutshell. — Smith 
(reprinted  from  the  Ladies'  Home  Journal). 

Kindergarten  Principles  and  Practice. —  Wiggins 
and  Smit/i. 

Introduction  to  Herbartian  Principles  of  Teach- 
ing.— Dodd. 


EDUCATION  IX  THE  UNITED  STATES 

1.   Colonial 

2.  In  New  England 

1.  establishment  of  Boston  Latin  School,  1635 

2.  founding  of  Harvard  College,  1637 

3.  General  Court  of  Massachusetts  enacts  the 

first  school  laws,  1642,  1647. 

4.  Yale  College  founded,  1701 

5.  general  state  of  education  in  New  England 

during  colonial  times 

2.  In  the  Middle^Colonies 

1.  Dutch  schools  in  New  York 

2.  English  schools  in  New  York 

3.  colleges — Princeton,    N.    J.,    1746,    Kings 

(now  Columbia),  N.  Y.,  1755 

4.  state    of    education   in    Pennsylvania,    New 

Jersey  and  Delaware. 

3.  In  the  South 

1.  general  lack  of  common  education 

2.  founding    of    William    and    Mary's    college, 

Virginia,  1692 

4.  Summary  of  educational  conditions  in  America 

during  the  colonial  period;  comparison  of 
education  in  New  England,  in  the  Mi(id]e 
States  and  in  the  South. 
■2.  National 

1.  general    growth  of    education  in   the  United 
States 

(69) 


70  EDUCATION    IX    THE    UXITEI)    STATES 

2.   national  measures  favoring  education 

1.  reservation  of  sections  of  townships  on  the 

western  territory,  for  school  purposes,  1785 

2.  Congress  divides  national  surplus  among  the 

States  for  educational  purposes,  1836 

3.  grant  of  "  land  scrip  "  for  the  establishment 

of  agricnltural  colleges,  1862 

4.  creation  of    the  national   "  Bureau  of  Edu- 

cation ",  1867 
3.   Features    of    educational    advancement    in    the 
different  States 

1.  great  increase  in  the  number  of  colleges  and 

universities 

2.  extension  of  common  schools 

3.  passage  of  "  compulsory  education  "  laws 

4.  changes  in  courses  of  study 

5.  increase  of  industrial  schools 

6.  co-educatiou  of  the  sexes 

7.  philanthropic  gifts  to  education 
4.  American  educational  leaders 

1.  Mann — his  life  and  work 

2.  Barnara — his  life  and  work. 

Questions 

1.  Wh;it  was  the  yew  Eivjlnnd  Primer  f 

2.  lu  early  Xew  England  what  subjects  were  taught 
in  the  elemeaitary  schools  ?  In  the  higher  schools  ? 
What  was  a  Latin  school  and  its  purpose  ? 

3.  What  American  college  received  aid  from  Eng- 
land ?  (William  and  Mary.) 

4.  To  what  extent  were  girls  educated  in  colonial 
days  in  America  ? 


QUESTIONS 


71 


5.  Account  for  the  general  apatliy  of  the  South  in 
matters  of  education. 

0.  What  law  is  considered  the  beginning  of  the 
American  common  scliool  system  ?  Oive  some  leading 
provisions  of  this  law. 

7.  Give  a  sketch  of  the  life  of  Horace  Mann  and 
an  estimate  of  his  services  to  American  education. 

8.  What  contribution  to  educational  literature  was 
made  by  Henry  Barnard  ? 

9.  What  is  the  purpose 
of  the  United  States  Bureau 
of  Education  ? 

10.  Xarae  some  men  who 
are  prominent  to-day  i  n 
American  educational  cir- 
cles. 

Suggested  reading 

Education     in     the        henky  barnard.  1811-1900 

United  States. — Boone. 
Horace  Mann. — Harris. 

Educational  Work  of  Henry  Barnard.— il/o/i/-o6. 
Life  of   Horace  Mann. — Mrs.  Mann. 
History  and  Science  of  Education.— 5/ioi<p. 


EDUCATIOX   IN  XEW  YORK  STATE 

1.  Period  of  Dutch  supremacy 

1.   interest  of  the  Dutch  colonists  in  education 
3,   Adam  Roelandsen,  the  first  Dutch  schoolmaster 

3.  founding  of  the  School  of  the  Collegiate  Re- 

formed Church  of  Xew  York,  1633 

4.  Latin  school  established,  1658 

2.  Period  of  English  supremacy 

1.  temporary  decline  of  interest  in  education 

2.  first  Public  School  Act,  1702 

3.  Free  Grammar  school  founded,  1702 

4.  founding  of   King's  College  (now  Columbia), 

1754 

5.  indifference  to  education  during  the  Revolution 

6.  wretched  condition  of  the  schools  at  the  close 

of  the  Revolution 

3.  Period  o-f  Statehood 

1.  Revival  of  learning  after  the  Revolution 

1.  Kings  College  becomes  Columbia 

2.  State  Board  of  Regents  created,  1784 

a.  purpose 

b.  powers 

2.  Strong  efforts  to  secure  better  educational  con- 

ditions in  New  York 
1.   As  to  supervision 
(72) 


GENERAL    OUTLIXE 


73 


Gideon  Hawley.  1785-1870 


(I.   Gideon  Ilawley  appointed  sui)erintendeiit, 

1812 
h.   supervision 

transferred  to 

the  secretary 

of  state,  1822 

c.  provision    made 

for  superin- 
tendents of 
schools  i  ]i 
counties,  1841 
(repealed, 
1847) 

d.  Department  of  Public  Instruction  created, 

1854 
V^ictor  M.  Rice, 
first    superin- 
tendent 

e.  office   of  school 

commissioners 
for  counties 
created,  185G 
2.  As  to  technical 
training  of 
teachers 

a.  Regents  author-     vktor  moke.u  i.'k  k.  i818-i8W) 

ized  to  provide  for  Teachers'  Classes  in 
Academies,  1834  (first  classes  organized, 
1835) 

b.  first  Teachers'  Institute  at  Ithaca,  1843 

c.  first  Xormal  School,  at  Albany,  1844 

d.  establishment  of  other  Normal  Schools 


74  EDUCATION   IN  THE  STATE  OF  NEW  YORK 

3,  As  to  support  of  education  by  State 

a.,  Law    of    1795;    annual    appropriation    of 

$100,001)  for  five  years 
h.   failure  to  continue  this  appropriation,  1800 

c.  permanent    school   fund  established,  1805 

d.  struggle  for  free  schools 

a.  the  "  rate  bills  " 

b.  legislature    establishes   the   free   school 

fund,  1800,000  to  be  raised  annually 

for  schools. 
XoTE — This  has  since  been  changed  to  a  percentage 
of  the  valuation  of  State  property,  fixed  by -the  legis- 
lature.) 

c.  free  schools  secured,  1867. 

4.  As  to  direct  improvement  of  the  schools 

a.  introduction  of    the  "  Lancastrian  "  sys- 
tem by  Superintendent  Hawley 
h.  appropriation     of    155,000     annually    for 

school  libraries 
c.  gifts  of  Gen.  James  Wadsworth. 
3.  Eecent    advances   in 
educational  lines 
a.  organization 
0  f     Educational 
associations 
a.  State   Teachers' 
Association, 
1830 
permanent  or- 
ganization,    1845        ,Ia!MKH  WADSWOIiTH,  17(38-184-1 

h.  University  Convocation,  1863 


G ENER A  L    OUTLI X  E 


75 


c.  Conference  of  Associated  Academic  Prin- 

cipals, Grammar  School  Principals'  As- 
Association,  State  Music  Teachers,  State 
Science  Teachers,  etc. 

d.  Compulsory  Education  Law,  1804 

e.  Truiniiig  Classes    transferred    to    the    De- 

partment of  Public  Instruction,  1889 
_/".   uniform  licensing  of  teachers 
Educators  of  Xew  York  State 
a.  David  P.  Page  (1810-1848) 


David  )'eukins  1'age,  ISIO-ISJS  Edward  Austin  Sh?;ldon-.  1823-1897 

a.  life 

h.  educational   work 

b.  Edwin  A.  Sheldon  (1823-180:) 
a.   life 

h.    work 

c.  Miss  Anthony,  Miss  Willard. 


.  Tim  8CB0  OL  B  ULLETIN  I'UBLICA  TION^S.- 


The  Cyclopedia  of  Education. 

This  largest  and  handsomest  of  our  publications  is  an  octaro  Tolume  ot 
MS  paffes,  price  $3.75.  How  indispensable  it  is  to  the  teacher  and  to  tb* 
«chool  library  may  be  judged  from  the  following  testimonials. 

"  It  is  admirable  in  every  way.  The  book  is  worthy  of  a.  lower  shelf  in 
every  teacher's  Wovaxy.— Educational  Neivs,  June  8, 1889. 

"  This  handsomely  printed  book  is  worth  adding  to  the  pedagogical 
shelf  of  any  reference  library."— TVie  Cntic,  March  23, 1889. 

"  An  elegant  Tolume,  which  will  find  a  place  in  the  library  of  every 
teacher.  The  bibliogi-aphy  at  the  end  of  the  book  is  the  best  educational 
check -list  in  the  country."—^.  Heber  Holbrook,  in  Normal  Exponent,  May,  89, 

"  It  is  the  most  ambitious  work  of  the  kind  yet  published  in  Englisu, 
and  is,  therefore,  a  verr  valuable  volume  for  the  teacher's  library.  More- 
over, its  value  is  increased  greatly  by  the  addition  of  a  very  extensive  Bibli- 
ography of  Pedagogy,  both  English  and  foreign." — Pop'r  Educator,  Mch,  '89. 
•-  "  This  work  occupies  a  distinct  and  peculiar  field,  and  will  be  of  contir" 
ttal  value  to  the  educator.  The  special  aim  of  the  editor,  Mr.  A.  Fletcher, 
has  been  to  give  a  clear  but  concise  account  of  facts  and  questions  belong- 
ing to  educational  topics.  Here  are  a  few  titles  which  will  give  some  fdea 
of  the  scope  of  the  work :  Pestalozzi,  Attendance,  Analysis  of  Sentences, 
Chemistry,  -Technical  Education,  Precocity,  Pedagogy,  Hamiltonian  Method, 
Hegel,  Universal  Language,  Utilitarianism,  University,  Kindergarten.  Un- 
^er  these,  and  many  soores  of  other  topics,  there  is  given  a  mass  of  carefully 
combined  information,  much  of  which  could  not  be  found  elsewhere.  "- 
Christian  Union,  Feb.  22,  1889. 

"  A  handbook  cf  ready  reference  on  educational  subjects  of  a  high  plane 
ot  scholarship  has  long  been  a  desideratum  in  this  country,  and  this  work  in 
a,  large  measure  supplies  this  want.  It  is  a  handbook  of  reference  on  all  sub- 
jects of  education— its  history,  theory,  and  practice.  The  list  of  contributors 
to  the  work  embraces  the  leading  educational  writers  of  England,  including 
such  names  as  Oscar  Browning,  J.  S.  Curwen,  Sir  Philip  Magnus,  Arthur 
Sidgwick,  and  James  Sully.  These  men  are  writers  of  tlie  broadest  scholar- 
ship, capable  of  thinking  deeply  on  educ&lional  subjects,  and  what  they 
have  to  say  is  entitled  to  the  highest  confidence  of  the  educational  world. 
Tlie  object  dilgently  kept  in  view  by  the  writers  of  this  work  has  been  to 
make  it  useful  to  all  who  take  an  interest  in  educational  questions,  and 
especially  to  those  engaged  in  teaching.  With  this  purpose  in  view  the  ob- 
ject ha,s  been  to  present  a  practical  view  of  educational  facts  and  questions 
discussed.  An  exhaustive  treatment  of  the  great  variety  of  subjects  has 
not  been  aimed  at,  the  end  sought  being  to  bring  their  pedagogic  features 
into  clear  outline.  Not  the  least  useful  part  of  the  work  is  a  '  Select  and 
Systematic  Bibliography  of  Pedagogy,'  occupying  some  forty  pages.  The 
work  makes  a  large  octavo  volume  of  562  pages.  The  mechanical  execu- 
tion is  unusually  satisfactory.  "—Joj/rwo/  of  Pedagogy,  June,  1889. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


rilK  SCHOOL  lU'LLFTIX  Pl'IUJCATTOX: 


Helps  ill  tlie  History  of  Education 

1.  An  Outline  of  the  Histonj  of  Kdncational  Theories  in  England.  By 
H.  T.  Mark.     Cloth,  12iiio.  pj).  139.     $1.2.5. 

This  work,  published  in  1899,  srivcs  the  livtost  views,  with  advantage  of 
the  most  recent  investiKalions.  Besides  treatintr  of  ICrasmus,  Aschain,  Mul- 
caster,  Comenius,  Locke,  Milton,  Bacon,  Stow,  Lancaster,  Herbert  Spencer, 
and  Sir  Joshua  Fitch,  it  points  out  the  influence  of  men  less  widely  known, 
like  Barclay,  Sir  Thomas  Elyot,  Colet,  Wotton,  Hoole,  William  Webster, 
Lily,  Wolsey,  Cooke,  Petty,  and  others.  There  are  special  chapters  on 
physical,  intellectual,  technical,  and  nior;iI  education,  with  appendices  on 
teaching  of  manners,  on  Sturm,  and  on  Locke. 

2.  Lectures  on  the  History  of  Education  in  Prussia  and  England.  By 
James  Donaldson.     Cloth,  12mo,  pp.  185.    $1.00. 

3.  A  Short  Histonj  of  Education.  By  Oscar  Browning,  edited  by 
Chancellor  W.  H.  Payne.  Cloth,  16mo,  pp.  93,  with  39  portraits  and  9  other 
illustrations.    50  cts. 

This  is  a  reprint  of  the  article  on  education  in  the  Encyclopaedia  Bri- 
tannica,  with  notes  on  Comenius  and  Bibliography. 

4.  Sketches  from  the  History  of  Education.  By  W.  X.  Hailmann. 
Paper,  8vo,  pp.  39.    20  cts. 

This  treats  particularly  of  Luther,  Bacon,  Pestalozzi,  Girard,  Diester- 
weg,  and  Froebel. 

5.  History  of  the  Philosophy  of  Pedagogics.  By  Prof.  C.  W.  Ben- 
nett.    Leatherette,  16mo,  pp.  43.    50  cts. 

6.  Elementary  Greek  Education.  By  Fred  H.  Lane.  Leatherette, 
16mo,  pp.  85.    50  cts. 

7.  Port-Royal  Education.  Extracts  froin  its  leading  authors,  edited, 
with  historical  introduction,  by  Felix  Cadet,  French  Inspector  General  of 
Public  Instruction.     Cloth,  16mo,  pp.  400,  with  many  portraits     $1..50. 

This  volume  makes  available  to  the  English  reader  the  principal  peda- 
gogical writings  of  Saint-Cyran,  Arnauld,  Lancelot,  ^Nicole,  De  Saci,  and 
other  well-known  authors  of  this  famous  institution,  more  influential  in  the 
history  of  education  than  any  other  single  organization. 

8.  History  of  the  Burgh  Schools  of  Scotland.  By  James  Grant.  Cloth, 
8v<),  pp.  571.    $3.00.     These  were  the  original  free  schools  of  the  world. 

:>.  The  History  of  the  High  School  at  Edinburgh.  By  William  Ste- 
ven.    Cloth,  12mo,  pp.  610.     $2.00. 

10.  Historyof  the  Schools  of  Syracuse,  N.  Y.  By  Edward  Smith.  Cloth, 
8vo.  gilt  top,  pp.  347.     With  85  portraits  and  30  pictures  of  buildings.     $3.00. 

11.  Teachers"  Institutes,  Past  and  Present.  By  James  M.  :Milne.  Paper, 
8vo,  pp.  22.     25  cts. 

li.  History  of  Educational  Journalisrn  in  the  State  of  New  York.  By 
C.  W.  Bardeen.     Paper,  8vo,  pp.  45.    40  cts 

IS.  Educational  Publications  in  Italy.  T5y  Piero  Barbera.  Paper. 
8vo,  pp.  14.     15  cts.     Written  for  the  Columbian  Exposition. 


-  THE  SCHO  OL   ci  ULLETIN  PUBLIC  A  TIONfs.- 


Histoiy  of  Modem  Education. 

The  Histoiy  of  Modern  Education.    An  account  of  Educational  Opinion 
^^^___.,_,^__^  and  Practice  from  the  Revival  of  Learn- 

^'  ing  to  the  Present  Decade.    By  Samuel 

/''  G.   Williams,  Ph.D.,    Professor   of   the 

'  Science  and  Art  of  Teaching  in  Cornell 

,  Tuiversity.    Cloth,  16nio,  pp.  499.    With 

/  -M  Portraits.    $1.50. 

f  This  is  a  revised  and  enlarged  edition 

t  c  if  what  was  upon  its  first  appearance 

,  altogether  the  fullest  and  most  com- 
plete history  of  modern  education  now 
available.  It  is  the  only  adequate  prep- 
aration for  examinations,  and  a  neces- 
sary part  of  every  teacher's  working 
library. 

The  titles  of  the  chapters  will  give  some  idea  of  its  comprehensiveness. 
Those  in  italics  appear  for  the  first  time  in  this  revised  edition. 

Introductory.  Valuable  contribntions  to  pedagogy  from  ancient  days.  I. 
Preliminaries  of  modern  education.  II.  The  Renaissance,  and  some  inter- 
esting phases  of  education  in  the  16th  century.  III.  Educational  opinions 
of  the  16th  century.  IV.  Distinguished  teachers  of  the  16th  century, 
Melanchthon,  Sturm,  Trotzendorf,  Neander,  Ascham,  Mulcaster,  tlie  Jesu- 
its. V.  Some  characteristics  of  education  in  the  17th  century.  VI.  Princi- 
ples of  the  educational  refoi-mers.  VII.  The  17th  century  reformers.  VIII. 
Female  education  and  Fenelon.  IX.  The  Oratory  of  Jesus.  Beginnings  of 
American  education.  X.  Characteristics  of  education  in  the  18th  century. 
XI.  Important  educational  treatises  of  the  18th  century:  Rollin,  Rousseau, 
Kant.  XII.  Basedow  and  the  Philanthropinic  experiment.  XIII.  Pesta- 
lozzi  and  his  work.  XIV.  General  review  of  education  in  the  18tli  century, 
XV.  Educational  characteristics  of  the  19th  century.  XVI.  Extension  of 
'popular  education.  XVII.  Froebel  and  the  kindergarten.  XV'III.  Pi'ofessional 
training  of  teachers,  and  school  svpe?-vision.  XIX.  Manual  and  industrial 
training.  XX.  Improvements  in  methods  of  instruction.  XXI.  Discussion  of 
relative  value  of  studies. 

There  are  also  added  an  Analytic  Appendix,  for  review  ;  the  Syllabus 
on  the  History  of  Education  prepared  by  the  Department  of  Public  Instruc- 
tion for  the  training  classes  of  the  State  of  New  York,  with  references  by 
page  to  this  volume  ;  and  an  Index  of  13  double  column  pages,  much  fuller 
than  in  the  first  edition, 

)The  Ci'itic  calls  it,  "  sensible  in  its  views,  and  correct  and  clear  in  style. " 
The  American  Journal  of  Education  says:  "It  is  not  too  mucli  to  say  that 
for  all  ordinary  purposes  Prof.  Williams's  book  is  in  itself  a  mucli  more  val- 
uable pedagogical  library  than  could  be  formed  with  it  omitted." 

C.  W.   BARDEEN,  Publisher,   Syracuse,  N.  Y. 


OPINIONS  OF  WILLIAMS'S  HISTORY 


Prof.  Nicholas  Muukay«Butler  says  in  the  Educational  Be- 
vieic  for  December,  1893:  "Prof.  Williams's  hook  is  the  latest, 
and  for  the  Atncrican  reader,  thehest.  *  *  It  is  an  interesting, 
accurate,  and  wise  history  of  the  period  that  it  covers. 

"  One  is  struck  with  the  excellent  sense  of  proportion  that  per- 
vades the  work,  as  well  as  with  the  soundness  of  the  author's 
judgments  and  his  breadth  of  view.  He  is  neither  a  partisan  nor 
a  sentimentalist.  The  capital  sketch  of  Comenius — one  of  the 
best  things  in  the  book. — and  the  very  discriminating  and  phil- 
osophical analysis  of  Rousseau's  Emile  may  be  cited  as  evidence 
of  this.  The  young  student  will  also  derive  no  little  help  from 
Professor  Williams's  comments  on  the  strength  and  the  weak- 
ness of  Herbert  Spencer's  essay  on  Education.  In  fact,  the  au- 
thor's long  teaching  experience  has  stood  him  in  good  stead,  and 
he  has  made  a  teacher's  book. 

' '  It  need  hardly  be  added  that  Professor  Williams's  History  ought 
to  disj)lace  all  of  the  cheap  compends  noxo  in  use.  It  is  also  more 
serviceable,  in  this  country  at  least,  than  the  English  translation 
of  Compayre's  History  of  Pedayo'jy.  There  is  no  question  that 
this  effort  of  Professor  Williams  '  to  construct  a  narrative  which 
should  be  truthful  and  perspicuous  without  being  unduly  bulky' 
has  been  successful.  He  has  amply  sustained  his  own  reputa- 
tion, and  done  the  cause  of  education  a  substantial  service." 

Prof.  Hugh  O.  Bird,  of  the  Department  of  Pedagogy  in  the 
College  of  William  and  Mary  (State  Male  Normal  College  of 
Virginia),  writes,  Feb.  6,  1893:  "  Some  time  since,  the  very  flat- 
tering review  of  your  History  of  Modern  Education  in  the  Educa- 
tional Review  caused  me  to  purchase  the  book.  Suffice  it  to  say 
that  I  was  so  much  pleased  with  the  spirit  and  scope  of  your  work 
that  I  immediately  adopted  it  as  a  text-book  in  my  Intermediate 
class,  and  prescribed-  it  for  parallel  reading  in  my  Senior  class. 
For  it  is  just  the  book  I  have  been  looking  for.  Heretofore  I  have 
been  forced  to  satisfy  myself  with  Compayre's  History,  trans- 
lated by  my  old  professor.  Dr.  Payne,  but  I  find  your  work  will 
take  its  place.  I  have  a  class  of  twenty-two  studying  it,  and  find 
it  very  satisfactory." 


OPINIONS    OF    WILLIAMS  S    HISTORY 

It  is  the  fullest,  most  complete,  and  most  satisfactory  work  we  have  on  the 
■  Bnhject.— Educational  (ourant,  Sept.,  1S92. 

It  presents  the  salient  features,  is  interesting  and  valuable. — Sunday 
School  Journal,  March,  1893. 

Believing  it  to  be  the  best  book  of  its  kind,  I  shall  use  it  in  my  classes.— 
Prof.  W.  M.  5to;/',Normal  Department,  Salem  College,  W.  Va.,  Nov.  21,1892 

This  book  is  better  adapted  to  our  use  than  any  other  we  have  found.— 
Principal  C.  C.  Bounds,  New  Hampshire  State  Normal  School,  Oct.  12, 1892. 

The  volume  is  one  of  decided  value,  and  is  a  miniature  cyclopaHlia  ol 
historical  facts  dating  from  the  Eeuaissauce. — Xew  York  ^Vorld, Aug. 27, 1892 

Sensible  in  its  views,  and  correct  and  clear  in  style,  Prof.  Williams's  book 
Is  well  worthy  of  a  place  in  educational  literature.— r//f  Critic,  Sept.  10,1892. 

A  book  Avorthy  to  take  its  place  in  the  teacher's  library  alongside  of 
Quick,  Compayre,  and  Gill.— Weste?'n  School  Jmirnal,  Feb  ,  1893. 

It  is  not  too  much  to  say  that  lor  all  ordinary  purposes  Prof.  Williams's 
book  is  in  itself  a  much  more  valuable  pedagogical  library  than  could  be 
formed  with  it  omitted.— American  Journal  of  Education,  Sept.,  1892. 

Throughout  the  book  the  author  shows  good  sense  in  his  judgment  of 
men  and  methods;  and,  what  is  no  small  merit  in  the  present  age,  he  is 
entirely  free  from  hobbies. — Science,  Aug.  26,  1892. 

The  title  of  this  book  can  scarcely  suggest  the  rich  and  varied  interest 
of  the  materials  which  it  includes.  It  suras  up  for  us  the  story  of  educa- 
tional methods  and  systems  in  all  countries,  from  the  middle  ages  down  to 
the  present  time. — Beriew  of  Revieivs,  Oct.   1892. 

I  have  received  a  copy  of  Williams's  History  of  Modern  Education,  and 
having  read  three  chapters  I  see  it  must  be  added  to  our  library.  Please 
Bend  us  two  copies  more. — Principal  11'.  E.  Wilson,  R.  I.  State  Normal 
School,  Nov.  15,  1892. 

The  author's  style  is  clear  and  readable,  his  criticisms  without  color, 
*  *  and  the  impression  in  our  mind  after  perusal  is  that  the  author  is  not 
only  one  who  Aviow^,  but  one  whose  thoughts  and  conclusions  are  worthy 
of  res^eat.—Popiilai'  Educator,  Nov.,  1892. 

It  is  a  wonderful  book  for  conciseness — a  veritable  viidlum  hi  parro,  and 
still  the  narrative  style  is  so  constantly  maintained  that  it  reads  more  like 
a  story  than  an  encyclopajdia.  It  is  both  in  one.— Principal  O.  I).  liobinson, 
Albany  High  School,  March  15, 1893. 

The  outlook  over  the  subject  is  broad,  the  views  in  many  instances  fresh, 
and  the  interpretation  penetrating.  The  work  is  especially  valuable  as 
being  at  once  comprehensive  and  compact,  covering  the  whole  ground, 
with  each  movement  or  phase  of  progress  given  in  its  due  proportion. — 
Eva7igelist,  Oct.  20, 1892. 

His  method  of  treating  the  subject  is  eminently  happy.  The  salient  points 
of  the  history  of  education  in  that  period  are  clearly  indicated,  and  tTie  as- 
cending curve  of  progress  is  sketched  through  them.  Dr.  Williams's  style 
is  delightful.  Every  teacher  will  be  at  odc<»  nleased  and  instructed  by  a 
perusal  of  the  book. — Public  Opinion. 


OPINIONS    OF    WILLIAMS  S    HISTORY 

He  has  shown  that  he  is  a  natural  historian,  for  his  omissions  are  those 
fipeculatious  and  discussions  which  are  too  often  found  in  other  histories 
of  eaucatiou,  which  add  nothing  to  the  value  of  the  history,  and  only  serve 
to  pulf  out  the  matter.  *  *  *  With  such  histories  as  Quick's  and  Com- 
payru's,  Williams's  will  have  an  equal  rank, — Edvcution ,  Oct.,  1892. 

No  teacher  should  long  remain  in  ignorance  of  the  growth  of  education 
and  of  the  names  and  efforts  of  those  who  have  through  the  years  heen 
shaping  our  system  of  schools.  The  author  has  been  successful,  we  think, 
in  selecting  from  the  mass  of  matter  that  which  is  truly  representative. 
The  book  is  interesting  in  its  substance  and  attractive  in  its  makeup  We 
quote  from  it  in  another  portion  of  the  Moderator  that  our  readers  may 
form  some  idea  of  the  style. — Mich.  Moderator,  Sept.  22,  1892. 

The  iiuthor  has  attempted  to  construct  a  clear,  truthful,  interesting 
narrative,  within  moderate  compass.  To  make  a  wise  selection  from  the 
vast  amount  of  materials  at  his  disposal,  and  to  arrange  it  in  the  best  form, 
was  no  easy  matter.  It  required  a  broad  knowledge  and  comprehensive 
grasp  of  the  whole  subject,  together  with  sound  judgment  and  good  taste 
in  selecting  and  arranging  his  materials.  In  our  judgment  the  author  has 
succeeded  admirably  in  his  undertaking.  We  commend  the  book  most 
heartily.— Prof.  ,S.  J.  Kirkwood,  in  The  Post  Ch-adnale,  Jan.,  1893. 

Dr.  Williams  has  chosen  to  write  the  history  of  education  in  a  style  inter- 
esting  alike  to  the  general  reader  and  to  the  teacher.  Hastily  running 
through  the  story  of  the  early  attempts  in  educational  affairs  he  gives  the 
greater  part  of  his  work  to  recounting  what  has  taken  place  within  this 
century.  The  author  takes  full  cognizance  of  all  the  influences  which  have 
been  exerted  through  the  ages  upon  the  systems  of  education,  and  with  a 
clear  comprehension  of  the  present  status  of  education  demonstrates  the 
results  which  have  come  from  the  focussing  of  different  streams  of  light.— 
Teachers'  World,  Feb.,  1893. 

Dr.  Williams  has  been  throughout  a  close,  discriminating  student  of  edu- 
cational systems,  both  in  their  present  form,  and  in  their  vicissitudes  dur- 
ing the  past  few  centuries.  As  a  result  of  these  two  forces,  he  now  presents 
the  students  of  education  with  an  exceedingly  valuable  contribution  towards 
the  history  of  teaching  and  teachers.  Dr.  Williams  has  been  very  success- 
ful in  securing  a  proper  balance  between  the  different  men  and  movements 
Few  subjects  give  a  better  opportunity  for  the  believers  in  this  prophet  or 
that  to  extol  him  as  the  one  great  leader.  Just  now  it  has  been  Comenius, 
while  Pestalozzi,  Frojbel,  and  Rousseau  have  never  lacked  over-ardent 
friends.  All  of  these  receive  fair  treatment  in  these  lectures  :  treatment 
which  may  not  entirely  meet  the  ideas  of  (his  student  or  that,  yet  which 
always  ensures  a  clear  understanding  of  the  man  and  his  work,  and  the 
opportunity  for  honest,  well-founded  personal  opinions.  It  is  a  book  which 
jivist  be  on  We  shelves  of  evei'y  student  of  education. — New  England  Journal  <?/ 
Ed'n.  Oct.  20. 1832. 


■  Tir?!  sscnnoL  bvlletix  prnLicA Tioys 


Mark's  History  of  Educational  Theories 

"  After  an  introductory  view  of  the  middle  ages  and  tlie  reuaissun'-e  in 
England,  the  chapters  treat  of  the  theories  of  physical,  intellectual,  practi- 
cal, technical,  and  moral  education.  This  leads  under  intellectual  edu- 
cation to  treating  the  growth  of  the  application  of  psychology,  the  theory 
of  interest,  the  theory  of  language  teaching,  and  the  theory  of  educntion 
orient  himself  in  the  field  and  guide  himself  to  more  extensive  reading*;." — 
values.  It  is  an  outline  treatment  which  is  attempted,  by  which  one  may 
Wis.  Journal  of  Ed' a. 

"  An  appendix  contains  some  interesting  and  valuable  collateral  matters. 
The  author's  object,  as  he  announces  at  the  opening  of  his  introductory 
chapter,  is  '  to  restate  the  English  educational  ideals  which  were  for  the  first 
time  distinctly  announced  in  the  seventeenth  century,  and  to  trace  them  to 
their  historical  origin  in  the  pre-Renaissauoe  era,  the  twelfth,  thirteenth 
and  fourteenth  centuries.'  The  book  appears  to  be  an  able  and  scholarly 
])rouuction." — Herald,  Syracuse,  X.  Y.  , 

".4.  very  interesting  book  for  students  of  education  is  found  in  a  volume 
of  140  pages,  entitled  An  Outline  of  the  History  of  Educational  Theories  in 
England,  by  ]\Ir.  H.  T.  JIark  of  Owens  College,  Manchester.  The  book  con- 
tains so  much  condensed  information  of  a  very  attractive  and  valuable  sort 
that  we  hope  to  make  it  the  subject  of  a  fuller  notice  before  long." — The 
Commercial  Advertiser,  New  York. 

"Very  instructive,  very  entertaining  and  very  suggestive  is  the  little 
work  of  Rev.  W.  T.  Mark  under  the  above  title — a  story  of  the  theories  of 
education  in  a  country  wtiere  such  a  thing  as  a  system  of  educaticn  is  still 
unknown.  It  is  instructive  to  us,  who  are  mostly  English  in  our  methods 
as  in  our  language,  to  know  that  from  the  days  of  Alfred  to  the  days  of 
board  schools  education  in  England  has  been  merely  chaos,  the  dense  Eng- 
lish intellect  stumbling  and  blundering  on  from  one  mistake  to  another 
without  definite  plan  or  object  or  course  and  getting  along  somehow.  It  is 
really  astonishing  to  have  such  a  conviction  forced  on  us,  but  there  is  no 
escaping  it.  On  only  one  point  has  England  had  a  thorough  and  consistent 
principle,  and  that  is  that  if  the  master  will  onlj'  beat  a  pupil  hard 
enough  and  often  enough,  and  begin  soon  enough,  he  has  done  his  full  duty: 
and  if  the  result  is  unsatisfactory  the  blame  must  fall  on  Providence.  For 
the  rest,  those  who  were  fond  of  learning  would  study  anyhow;  the  others 
could  go  to  Oxford  or  Cambridge  and  qualify  themselves  to  misgovern  the 
country.  Xow  with  county  government  granted  to  the  cities,  the  board 
schools  have  come,  and  England  must  try  what  we  call  public  educa- 
tion. With  the  example  of  our  experience  to  guide  her.  ft  is  to  be  hojied 
that  she  will  avoid  some  of  our  difficulties  and  not  accejit  the  theory  that 
the  public-school  system  was  intended  to  provide  salaries  for  the  female 
relatives  of  politicians  and  profits  for  text-book  publishers  and  centractors," 
—New  York  World. 

Cloth,  IGino,  pp.  l.'a  1.     S 1.  S5 


OPINIONS  OF  mark's  HISTORY  OK  EDUCATIONAL  TITKORIRS 

"To  evi'ry  stiuleiit  i>f  iHlifutioiiaJ  prof^ress  in  th(!  past  this  (niilim' 
sketch  of  the  piiriillcl  dcvcloidueiit  of  educatiouiil  theory  with  the.  sh:ii)iii«s 
of  the  Knfilish  constitution  and  the  bosjinninfrs  and  progress  of  Enjilish 
literature  will  be  most  valuable."— Pn'mrtry  Education. 

•'  This  interesting  history  is  written  from  a  broad  point  of  view  and  be- 
gins with  educational  movements  in  England  in  the  Middle  Ages.  The 
tendencies  and  ])ersonages  of  the  Renaissance  in  I'^ngland  constitute  a  sec- 
ond chapter:  the  theories  of  physical  education  a  third;  the  uufoldment  of 
ideas  of  intellectual,  practical,  and  moral  education  fourth,  fifth,  and  sixth 
chapters.  It  is  not  only  thoroughly  sensible,  but  it  is  also  learned  and 
readable  as  so  few  educational  books  are." — Pedagogical  Seminary. 

"The  development  of  educational  systems  and  methods  in  England  is  a 
suljject  by  itself,  apart  from  the  general  history  of  education,  even  though 
it  is  an  integral  part  of  the  history.  Mr.  H.  T.  Mark  has  concisely  discussed 
this  subject  in  a  book  of  less  than  a  hundred  and  fifty  pages.  The  subject 
matter  of  the  book  covers  the  early  Renascence  periods,  together  with  the 
theoretical,  physical,  intellectual,  technical,  and  moral  aspects  of  educa- 
tion."—.S'M«day  School  Times. 

■'The  treatment  of  the  subject  is  historical  throughout.  The  author  in 
his  first  chapter  summarizes  the  educational  efforts  of  the  middle  ages,  and 
then  passes  on  to  the  revival  of  learning,  led  by  Dean  Colet,  Sir  Thoma.s 
I'lyot,  Ascham,  and  Mulcaster.  He  shows  that  importance  was  attached  to 
physical  training  from  a  very  early  time,  though  in  the  17th  and  18th  cen- 
turies it  was  sorely  neglected  in  the  grammar  schools.  There  has  been  im- 
provement in  this  direction,  though  in  this  regard  English  schools  are  still 
behind  our  own,  though  the  great  public  schools,  patronized  by  the  upper 
classes,  have  plenty  of  out-door  sports.  The  author  goes  over  the  ground 
thoroughly,  and  has  made  a  modest  but  valuable  contribution  to  educa- 
tional literature."— ^priwa/fcM  liepnblican. 

"  A  book  that  will  be  of  large  interest  to  teachers  whether  they  may  or 
may  not  tie  familiar  with  the  history  of  education  is  an  outline  of  the  his- 
tory of  Educati'oual  Theories  in  England,  by  H.  T.  Mark.  The  writer  finds 
that  progress  in  education  is  ([uite  closely  parallel  with  progress  in  litera- 
ture, and  in  support  of  this  proposition  he  quotes  largely  from  English 
authors.  The  course  of  development  from  the  Middle  Ages  to  and  through 
the  Renaissance  is  particularly  interesting.  Physical,  Intellectual,  Practi- 
cal or  Technical,  and  Moral  are  the  subjects  under  which  the  various 
phases  of  education  are  considered." — The  Inland  Educator. 

"  Beginning  with  the  educational  movement  in  the  middle  ages,  as  seen 
in  the  schools  of  the  Friars,  the  author  traces  this  development  through 
the  Renaissance  to  the  more  complex  theories  of  modern  times.  Here  he 
divides  his  subject  and  treats  it  under  the  separate  heads  of  physical,  intel- 
lectual, technical,  and  moral  education.  To  avoid  misunderstanding  the 
author  has,  in  most  cases,  quoted  the  actual  words  of  the  educators  whose 
theories  he  describes,  like  Bacon,  T^ocke,  and  Milton.  The  book  is  emineiiMy 
readable  :nicl  a  very  useful  addition  to  a  teacher's  library." — Popiilur 
Educator. 


■THE  SVHOOL  BULLETIN  PUBLIC ATlDXS 


Cadet's  Port-Eoyal  Education 

"  Port-Royal  Education,  a  sketch  of  its  history,  with  extracts  from  its 
eading  authors,  edited  by  Felix  Cadet,  gives  a  little  over  a  quarter  of  its 
pages  to  the  history  of  the  movement  and  sketches  of  the  leading  men  con- 
nected with  it :  the  rest  of  the  volume  is  devoted  to  translations  from  their 
works.  The  history  is  discriminating,  critical,  and  valuable,  and  is  Illus- 
trated and  further  developed  by  the  translations.  In  fact,  one  is  brought 
by  this  book  into  the  life  and  society  of  the  Port-Royalists,  enters  into 
their  aims  and  plans,  and  catches  the  spirit  which  animated  them.  This 
makes  it  a  valuable  book  for  the  student  of  education  who  cares  for  more 
than  the  mere  theories,  for  the  human  life  and  hopes  which  gave  rise  to 
them.  There  is  no  movement  in  the  history  of  education  which  more  de- 
mands this  sort  of  study  than  that  of  the  Port-Royalists,  none  more  pa- 
thetic, and  none  offering  so  many  brilliant  as  well  as  devoted  men  and 
women  whom  it  is  a  delight  to  know  intimately.  We  commend  this  volume 
to  the  attention  of  our  readers." — Wis.  Journal  of  Education. 

"  For  those  who  are  interested  in  the  historj'  of  educational  move- 
ments, as  well  as  in  the  personal  biographies  of  men  who  have  plaj'ed  a 
•conspicuous  part  in  the  religious  discussions  of  France  and  the  Nether- 
lands, the  book  is  well  worth  reading  and  owning."— 5MW(i«2/  School  Times. 

"The  book  gives  a  full  and  interesting  account  of  the  men  and  women 
who  founded  and  conducted  the  Port-Royal  schools  and  of  their  educa- 
tional ideas  and  methods.  These  include  Saint-Cyran,  Lancelot,  Pascal, 
Nicole,  Guyot,  Arnauld,  Coustel  and  others.  About  two-thirds  of  the  book 
is  filled  with  extracts  from  the  writings  of  these  authors  on  educational 
matters.  It  is  a  work  that  all  engaged  in  the  teaching  of  youth  can  read 
with  interest  and  profit." — Syracuse  Evening  Herald. 

"They  taught  children  to  write  little  stories  and  letters  and  even  bits 
of  poems  in  French.  This  was  done  by  the  class  instead  of  requiring  each 
member  to  work  alone.  An  epithet  was  suggested  by  one,  criticised  by  an- 
other, improved  upon  by  a  third.  In  each  case  a  reason  was  required.  The 
girls  did  not  share  these  blessings.  They  were  taught  by  nuns  in  the  older 
way.  They  learned  sewing,  housekeeping,  and  singing.  They  learned  to 
'preserve  rigid  silence"  and,  apparently,  to  pray  without  ceasing.  When 
they  were  very  good  they  were  allowed  to  copy  something.  One  hour  a 
week  was  devotod  to  arithmetic.  The  school  boasts  that  most  of  their  play 
time  was  devoted  to  work.  The  older  girls  were  allowed  the  favor  of  tell- 
ing one  of  their  faults  aloud,  once  a  day.  Perhaps  these  fragments  give  an 
unfair  view  of  the  book  as  a  whole.  It  deserves  a  place  in  the  library  of 
pedagogy,  both  for  the  historical  view  it  presents  and  for  the  suggestions, 
not  yet  out  of  date,  which  may  be  added  to  our  methods."— 7'Ae  School 
Weekly.  Chicago. 

Cloth,  pp  406,  illustrated,  $1.50. 


OPINIONS   OF   cadet's    PORT   ROYAL   EDUCATION 

'■  It  adds  another  volume  to  the  already  Ions;  list  of  educational  works 
Issued  from  the  press  of  C.  \V.  Hardeen,  Syracuse,  a  volume  of  400  pages 
that  will  interest  all  teachers  who  are  not  in  the  profession  for  the  sake  of 
bread  and  butter  oti\y."— Teachers  World. 

•■  A  perusal  of  the  entire  book  will  well  repay  one  for  the  time  spent. 
A  teacher  will  find  in  the  work  of  these  celebrated  educators  some  things 
to  avoid  and  many  to  admire  and  imitate.  He  will  live  for  a  time  in  the 
society  of  men,  who,  like  our  own  Chaiiuing,  deemed  the  office  of  the 
teacher  to  be  the  hiirhest  office  on  earth."— T'A*  Echo,  Albany.  N.  Y. 

"  Of  the  numerous  remarkable  experiments  in  education  that  were  made 
during  the  seventeenth  and  eighteenth  centuries  in  Europe  one  of  the  most 
i  Hteresting  ones  was  thiit  at  Port-Royal.  The  vigorous  character  of  the  men 
who  were  identified  with  it,  the  oiiposition  that  the  movement  met  because 
of  theological  disputi's,  and  particularly  the  pedagogical  theories  ad- 
vanced and  practised,  combine  to  make  it  worthy  of  study  to-day.  The  art 
of  management,  the  training  of  mind  and  heart,  and  the  proper  aim  of 
education,  itself,  became  the  care  of  disinterested  and  devoted  persons. 
Under  the  editorship  of  Felix  Cadet  we  have  Port-Royal  Education,  a  sketch 
of  its  history  with  extracts  from  its  leading  authors.  Among  these  are 
Saint-Cyran,  Lancelot,  Fontaine,  Nicole,  Arnauld,  Guyot,  and  others.  In 
the  400  pages  one  finds  many  principles  which  are  being  emphasized  as  im- 
portant to-day.  *  *  *  'I'he  book  is  both  interesting  and  valuable." — 
The  Inland  Educator. 

'•  The  Monastery  of  Port-Royal,  about  twenty  miles  from  Paris,  dates 
back  to  the  time  of  the  Crusades.  In  1637  a  community  of  recluses  outside 
the  Monastery  established  schools  which  '  brought  up  in  the  knowledge  of 
letters  and  the  practice  of  Christian  piety  a  few  children  of  good  birth, 
whose  parents  wished  to  spare  them  the  irregularities  which  were  too  gen- 
eral among  young  men  attending  college.'  There  were  controversies  in 
those  times.  Able  mini  discussed  the  methods  of  the  schools  with  earnest- 
ness, sometimes  with  bitterness.  We  read  these  discussions  and  compare 
them  with  the  discussions  of  to-day.  There  are  some  striking  similarities. 
Mother  Angelique  was  a  remarkable  woman- who  managed  a.  school  for  girls. 
Mother  Agnes  writes  to  a  teacher  who  has  not  the  faculty  to  govern  her 
inipils:  'God  permits  the  children  not  to  behave  to  you  as  they  ought,  that 
these  insubordinate  pupils  may  make  you  sutfer  and  humble  yourself.' 
■  Nothing  weakens  a  reprimand  more  than  a  great  many  words,'  is~a  piece 
of  .advice  that  will  apply  to  some  teachers  of  to-day  as  well  as  it  applied 
then.  In  the  girls'  school  there  was  close  discipline;  there  was  perfect 
system  and  regularity,  with  the  kindest  care  and  attention  to  the  pupil's 
welfare.  There  were  belter  schools  than  we  are  apt  to  give  them  credit  for. 
History  repeats  itself.  The  good  ways  and  bad  ways  of  four  hundred  years 
ago  are  with  us  now,  the  same  problems  to  work  out,  some  of  the  same 
inllaied  theories  to  be  punctured,  the  .same  kind  of  boysand  girls  are  in  our 
families  and  schools,  the  same  kinds  of  eminent  educators  and  philosophers 
are  delivering  lectures  and  writing  books.  .\nd  in  this  picture  of  the  old 
schools  the  educational  reformers  and  i)hilosophers  are  triven  in  portraits 
and  &\i^iKhti&."— The  American  School  Board  .Journal. 


OPINIONS    OF    CADET'S    PORT    ROYAL    EDUCATION 

Last,  but  by  no  meaus  least,  in  interest  among  these  educational  his- 
tories we  name  Port  Royal  Education.  An  intensely  interesting  exposition 
of  the  methods  in  this  famous  school,  which  will  not  only  interest  teachers, 
but  prove  a  wholesome  corrective  of  some  of  the  one-sided  and  ill-balanced 
conceptions  of  education  which  gained  currency  later  in  France. — Inde- 
pendent. 

'■  In  1637  there  was  a  celebrated  community  of  recluses  known  as  Petites 
'Ecolen  of  Port-Royal,  who  have  a  well-deserved  place  of  honor  in  the  his- 
tory of  pedagogy.  Their  founder  believed  '  that  the  guidance  of  the  most 
tender  soul  is  a  greater  thing  than  the  government  of  a  world,'  The  real- 
ization of  the  dignity  of  the  teacher  and  his  worth  to  the  world  seems  to 
have  first  found  a  pbice  in  public  consideration  at  this  period.  This  volume. 
Port-Royal  Education,  contains  a  history  of  the  movement  and  sketches  of 
the  different  leaders.  The  book  will  supply  a  valuable  link  for  the  owners 
of  pedagogical  libraries  and  for  every  student  of  the  history  of  education." 
— Primary  Education. 

"  As  the  author  says  in  his  introduction, '  the  Petites  lEcoles  of  Port-Royal 
had  but  a  short  and  troubled  existence  ',  yet  in  the  few  years  from  their 
foundation  in  1637  (real  organization,  1646)  to  the  year  1661,  when  they  were 
closed  by  the  king's  command,  they  made  for  themselves  an  honorable  place 
in  the  pedagogic  world,  and  lighted  a  brilliant  torch  of  reform  in  methods 
of  teaching  which  is  not  yet  quenched.  The  character  of  its  masters  and 
of  the  books  which  they  produced  was  high,  and  was  the  outcome  of  an  in- 
spiration of  the  abbe  of  Saint  Cyran,  who  was  so  profoundly  moved  by  the 
importance  of  the  education  of  the  young  that  he  would  have  gladly  devoted 
his  life  to  it,  but  his  arrest  and  detention  by  Richelieu  (1638),  whom  he  sur- 
vived but  a  short  time,  frustrated  his  plans.  Among  those  who  carried  out 
his  ideas  in  the  schools,  and  who  left  many  valuable  contributions  to  the 
literature  of  pedagogy,  as  well  as  theology,  are  Lancelot,  Nicole,  Coustel, 
Guyot,  Arnauld,  and  Wallou  de  Beaupuis.  *  *  *  I'hg  influence  of  the 
•writers  of  Port-Royal  on  the  language  of  their  countrymen  was  lasting  and 
powerful  and  was  even  imitated  by  the  Jesuits,  who  were  their  bitter 
enemies  and  detractors,  and  to  whom  the  closing  of  the  school  is  probably 
due.  Among  the  brilliant  pupils  (and  subsequent  writers)  of  the  Port-Royal 
schools  may  be  named  Jerome  Thierry  Bignon,  Racine,  Le  MaindeTille- 
mont.  and  Boisguilbert.  To  name  the  valuable  works  of  an  educational 
nature  emanating  from  tlie  hearts  and  brains  of  these  devoted  'solitaires' 
would  be  too  lengthy  a  task,  but  the  principles  they  had  laid  down  as  to  the 
teaching  and  management  of  children  should  be  read  of  all  who  have  a 
genuine  interest  in  educational  matters  which  leads  them  to  profit  by  good 
ideas  on  these  subjects,  whatever  the  date  may  be  when  they  were  given  to 
the  world.  When  one  considers  that  the  founder  and  inspirer  of  the 
'Petites  Ecoles  de  Port-Poyal 'expressed  himself '  that  one  of  the  greatest 
consolations  we  could  have  in  dying  was  that  we  had  contributed  to  the 
good  education  of  some  child."  one  cannot  fail  to  see  tliat  much  benefit  is 
to  he  derived  from  an  earnest  perusal  of  this  sympathetic  account  of  the 
whole  iaoviimiini."~Neiv  England  •lournal  of  Education. 


i 


-THE  SCHOOTj  BULLETIX  rr/lLICATfOXS- 


Education  of  Women 

1.  The  Education  of  Girlx  in  the  United  States,  15y  Sara  A.  Uurstall, 
Mistress  of  the  Nortli  London  Collegiate  School  for  Girls.  Cloth  12nio,  pp. 
216.    $1.00. 

2.  Ediicalioii  of  (rirls  and  ]Vonienin  Great  Britain..  ByC.  S.  Hkemnku. 
Cloth,  12mo,  i)p.  313.     %l.m. 

These  two  books  are  based  upon  invi'stitjations  niadi^  in  189,3  in  connec- 
tion with  the  International  Conference  on  Education.  Miss  Burstall  was 
sent  to  America  by  the  trustees  of  the  Gilchrist  fund,  and  her  book  is  one 
of  five  published  by  the  trustees  to  show  the  condition  of  education  in 
America  at  that  time.  Miss  Bremner's  work  was  written  at  the  same  time, 
and  for  a  similar  purpose  as  rejjards  Great  Britain,  but  was  considerably 
enlarged,  and  has  been  recently  published.  Both  deal  with  primary,  sec- 
ondary, higher,  and  technical  education.  Miss  Burstall's  book  gives  chap- 
ters also  to  physical  education  and  to  coeducation.  Both  are  authoritative, 
and  will  be  for  years  the  standard  authorities  on  the  education  of  women  in 
the  Knglish-speakint;  world.  Hence  they  are  important  not  only  for  school 
libraries  but  for  the  individual  student  of  education,  who  would  know  both 
the  history  of  schools  for  women  and  their  present  conditions. 

3.  Sex  in  Mind  andin  Education.  By  Henry  Maudsley.  I'aper.  pp.  42. 
\h  cts. 

"  Xo  false  modesty  should  forbid  the  discussion  of  the  vital  questions 
so  ably  considered  in  this  work  ". —  California  Teacher. 

"  .\  masterly  treatment  of  a  delicate  subject.  Xo  paper  of  an  equal 
number  of  psiges  contains  more  sound  sense  and  scientific  truth  blended 
than  are  found  in  this  little  classic." — N'ew  England  Journal  of  Education. 

4.  \Voman'.t  Education  and  Woman's  Health.  By  George  F.  and  Anna 
M.  Comfort.     Cloth,  16mo,  pp.  155.    $1.00. 

This  is  written  in  opposition  to  the  views  of  Mr.  Maudsley,  and  in  reply 
to  Dr.  Clark's  "Sex  in  Education  '.  It  defends  the  higher  education  of  women 
from  the  hygienic  standpoint.  Dr.  Comfort  is  widely  known  as  long  the 
dean  of  the  Fine  Arts  College  of  Syracuse  University,  and  Mrs.  Comfort  is 
an  eminent  physician. 

.5.  The  Woman  Queation  in  Europe.  .V  series  of  original  essays,  edited 
by  Theodore  Stanton.    Cloth,  8vo.,  pp.  496.    $3..^0. 

This  volume  presents  a  series  of  chapters  on  the  condition  of  women  in 
England.  Germany,  Holland,  Austria.  Xorway,  Sweden,  Denmark,  France. 
Italy,  Spain,  Portug;il,  Belgium.  Switzerland.  Russia,  I'oland,  Bohemia,  and 
the  Orient.  While  the  education  of  women  occupies  a  foremost  place, 
there  is  also  much  as  to  women  in  tlie  industries  and  the  professions,  and 
woman  suffrage.  The  papers  were  originally  written  in  six  different  lan- 
guages, which  shows  how  qualified  tlie  writers  were  In  speak  for  tlieir  own 
countries. 


-STANDARD  TE AC  HERS'  LIBRARY.  No.  35 


Quick's  Educational  Eeformers. 

Its  vivacious  style  makes  this  the  most  entertaining  of  books  for 
teachers.  Dr.  W'm.  T.  Harris  says  :  "  I 
have  called  this  book  of  Jlr.  Quick  the 
most  valuable  history  of  education  in 
our  mother-tongue."  We  are  glad  to 
iresent  it  in  new  dress,  worthy  of  its 
merits. 

This  new  edition  is  a  careful  reprint 
of  the  original  London  edition  with  the 
following  additions: 

(1)  Mr.  Quick's  Pedagogical  Auto- 
biography, written  for  the  Educational 
Review,  and  used  here  by  permission. 

(2)  The  chapter  on  Froebel,  written 
by  Mr.  Quick  for  the  Encyclopaedia  Britannica. 

(3)  Portraits,  including  the  following: 

Arnold  Goethe  Montaigne 

Ascham  Jacotot  Pestalozzi 

Basedow  Kant  Quick 

Colet  Lavater  Rousseau 

Comenius  Locke  Spencer 

Fellenburg  Loyola  Sturm 

Froebel  Milton  Tobler 

(4)  Illustrations,  including  the  following: 

Facsimile  page  from  one  of  Mr.  Quick's  letters.  Facsimile  page  from 
one  of  Peslalozzi's  manuscripts,  with  notes  in  the  handwriting  of  Ramsauer, 
Niederer,  Tobler,  and  Kriisi.  Janua  Linguarum,  3  facsimile  pages.  Orbis 
Pictus,  2  facsimile  pages.  Pestalozzi's  birth-place  at  Zurich.  Views  of 
Stanz,  Burgdorf,  Yverdun,  and  the  schoolhouse  at  Birr,  with  Pestalozzi's 
Memorial.    The  well-known  picture  of  Ascham  and  Lady  Jane  Grey. 

(.5)  Translations  of  all  the  passages  in  French,  German,  Latin,  and 
Greek,  with  which  the  book  abounds. 

These  added  translations  are  put  at  the  bottom  of  the  page  and  are 
indicated  by  numbers.  In  the  chapter  on  Rousseau,  the  quotations  in 
French  make  nearly  as  much  matter  as  the  English,  so  that  the  chapter 
might  well  serve  for  an  e.xercise  in  learning  French  by  parallel  translation, 
after  the  methods  of  Ratich,  Locke,  or  Jacotot. 

(6)  Side-heads,  giving  the  substance  of  the  paragraph. 

(7)  .Additional  notes,  always  in  brackets. 

(8)  An  index  much  extended. 

lUiiio,  |)|>.  420.     Price  postpaid  in  Manilla  50  cts.  ;  in  Clotli,  $1.00. 

C.  AV.  BAKDEEN,  Publisher,  Syracuse,  N.  Y. 


CPIMONS   OF   QUICK  S    EDUCATIONAL     HEFOiniKKS 

This  is  anotluT  book  of  Uif-  scrips  whicli  h:is  iiukIc  tliis  "  StaiuUird 
Library"  a  possibility  for  tt-achers.  There  is  uothinir  new  to  be  said  of 
this  noted  book,  eNcept  to  eoniinend  the  enterprise  of  the  publisher  in  send- 
ing out  this  series,  anil  the  wholly  satisfactory  manner  of  its  publication. — 
Primary  Education. 

No  book  upon  educational  men  or  measures  has  had  such  a  sale  as 
Quick's  "  Educational  Reformers."'  No  book  has  been  so  universally  used 
in  readinj,'  circles.  This  makes  it  a  genuine  public  benefit  to  have  it  repub- 
lished in  good  form  at  a  low  price.  Mr.  Bardeen  is  the  American  specialist 
in  the  reproduction  of  foreign  pedagogical  works.  At  $1.00  for  the  cloth 
edition,  and  50  cts.  in  i)aper,  this  reprint  must  find  ready  and  enormous  sale 
in  the  reading  circle  fields.  This  has,  in  addition  to  the  original  Loudon, 
edition  of  1868,  Mr.  Quick's  pedagogical  autobiography,  and  his  chapter  on 
Fr(»;bel.  Also  upwards  of  twenty  portraits  of  the  educational  leaders  of  ye 
olden  time,  with  many  valuable  fac-simile  pages  of  letters.— iV.  E.  J.  of  E'dn. 

I  can  very  warmly  commend  to  all  teachers  the  little  book  published  by 
C.  W.  Uardeen  of  Syracuse — Quick's  "JSducational  Reformers."  It  is  an 
excellent  illustration  of  what  may  be  compressed  into  a  single  volume,  as 
well  as  an  excellent  illustration  of  great  skill  in  condensation.  It  is  one 
of  those  hand-books  which  contain  much  more  than  mere  information.  It 
is  certainly  stimulating  and  helpful  towards  all  sound  educational  thought 
and  activity.  It  ought  to  be  on  the  list  of  every  Teachers'  Reading  Circle 
in  this  country.— Ja?7ie«  H.  Canfteld,  Chancellor  University  of  Ohio. 

This  new  edition  of  Educational  Reformers,  issued  by  Mr.  Bardeen,  is  a 
great  improvement  over  the  previous  ones  and  is  a  first-class  specimen  of 
book-making  in  every  particular.  At  this  late  day,  after  the  profession  has 
accepted  Jlr.  Quick's  book  as  a  classic,  no  comments  upon  his  work  are 
needed.  This  edition,  we  understand,  has  been  prepared  especially  for  the 
Ohio  State  Teachers'  Reading  Circle.  It  is  a  careful  reprint  of  the  original 
London  edition,  and  has  a  great  deal  of  new  matter  added,  including  Mr. 
Quick's  pedagogical  biography,  an  article  on  Froebel  written  by  Mr.  Quick 
for  the  Encyclopaedia  Britannica,  a  great  number  of  illustrations  and  por- 
traits, translations  from  all  the  c;uotations  from  foreign  languages  in  the 
book,  and  other  matter  for  the  benefit  of  the  reader.  Every  teacher  ought 
to  have  this  book  in  his  library. —  The  Inland  Educator. 

C.  W.  Bardeen  in  his  1896  publication  of  the  Reading  Circle  Edition  of 
Quick's  "  Educational  Reformers  "  offers  a  book  which  has  all  the  worth  of 
the  original  London  Edition,  the  added  charm  of  almost  a  personal  inter- 
view with  the  author,  and  a  letter  warm  from  the  master's  hand.  The  fac- 
simile pages  of  letters,  manuscripts,  and  notes,  the  portraits  of  reformers, 
and  pictures  of  places  celebrated  in  educational  history,  make  a  most  fas- 
cinating book.  The  original  edition  without  all  these  arts  of  the  skilled 
later  day  publishers,  made  in  the  80's  a  winter  enjoyable  though  spent  on 
a  prairie.  To  w-hat  heights  will  not  the  teacher  be  lifted  who  penetrates  by 
means  of  these  attractive  pages  to  the  very  soul  of  these  great  educators, 
and  there  learns  both  theory  and  practice. — Popxilar  Educator. 


-THE  SVILOOL  AVLLETIX  PUBLICATIONS^ 


American  Schools  in  ForeiCT  Eves 

1.  Methods  of  Edncation  in  the  United  States.  By  Alice  Zimmern, 
Mistress  at  the  High  School  for  Girls,  Tunbridse  ^Vells.  Cloth,  12mo,  pp. 
184.     $1.00. 

2.  Graded  Schools  in  the  United  States  of  America.  By  Mary  H.  Page. 
Head-mistress  of  the  SVcinners'  School,  Stamford  Hill.  Cloth,  12mo,  pp. 
83,  $1.00. 

3.  The  Training  of  Teacher's  in  the  United  States  of  America.  By  Amy 
Blanche  Bramwell,  Lecturer  at  the  Cambridge  Training  College  for 
Women  Teachers,  and  H.  Millicent  Hughes,  Head  of  Training  Depart- 
ment, University  College„South  Wales.     Cloth,  12mo,  pp.  210.    $1.25. 

4.  The  Education  of  Girls  in  the  United  States.  By  Sara  A.  Burstall, 
Mistress  at  the  North  Loudon  Collegiate  School  for  Girls.  Cloth,  12mo,  pp. 
216.    $1.25. 

The  five  ladies  who  are  authors  of  the  four  books  named  above,  were 
sent  to  the  United  States  in  1893,  by  the  trustees  of  the  Gilchrist  fund,  and 
visited  schools  in  Xew  York,  Philadelphia,  Baltimore,  New  Haven,  and 
Boston  and  vicinity,  as  well  as  Yale,  Harvard,  Vassar,  Smith,  Bryn  Mawr, 
and  other  colleges.  Their  investigations  were  keen  and  are  interestingly 
recorded.  We  have  here  the  power  to  see  ourselves  as  others  see  us,  and 
these  volumes  are  important  in  every  library. 

5.  Teaching  in  Three  Continents.  Personal  Notes  on  the  Educational 
Systems  of  the  World.     By  W.  Catton  Grasby.     Cloth,  16mo,  pp.  244.  $1.50. 

The  comparison  is  among  the  sj'stems  of  America,  Europe,  and  Australia. 
In  his  introduction  to  the  American  edition,  Dr.  W.  T.  Harris  says  : 
"In  this  book  we  have  the  rare  opportunity  of  seeing  our  Educational 
System  as  it  appears  to  one  of  our  large-minded  cousins  from  the  opposite 
side  of  the  world.  *  *  *  In  view  of  this  trend  of  educational  manage- 
ment, the  very  intelligent  criticism  of  Mr.  Grasbj'  will  be  read  with  profit 
by  all  our  teachers  and  school  directors." 

6.  State  Education  for  the  People  in  A7nerica,  Europe,  India,  and  Aus- 
tralia.    Cloth,  8vo,  pp.  176.     $1.25. 

This  volume  describes  the  school  systems  of  the  principal  nations  of 
the  world.  The  articles  are  prepared  by  experts,  and  the  titles  are  as  fol- 
lows: 1.  Ancient  Civilization  and  Modern  Education  in  India;  2.  Elemen- 
tary Education  in  England;  3.  State  Education  in  Scotland;  4.  National 
Education  in  Ireland;  5.  English  and  Continental  Systems  Compared;  6. 
United  States  anji  English  Systems  Compared:  7.  Education  in  Canada  and 
Australia;  8.  Commercial  Education:  9.  Education  and  Status  of  Woman: 
10.  Technical  Instruction  and  Payment  by  Results;  11.  The  English  Code 
of  1890.  The  whole  is  followed  by  a  biographical  summary  and  conclusion. 
No  other  single  volume  that  has  appeared  gives  so  much  practical  informa- 
tion as  to  the  school  systems  of  the  world  at  large,  and  the  matter  is  so  con 
■Veniently  arranged  as  to  be  easy  of  ready  reference. 


-THE  SCHOOL  BULLKTIX  Pl'nf.ICATIOXS 


Foreign  Scliool  Systems  Described 

1.  Reports  on  Elementary  Schools,  1S53-18S2.  By  Matthew  Arnold,  one 
lOf  her  Majesty's  Inspectors  of  Schools.     Clolli,  12mo,  pp.  3-^2.    $3.00. 

TJie  best  description  any  where  j;iven  of  the  Knfilish  school  system, 
•with  criticisms  and  susssstions  useful  to  schools  everywhere. 

2.  A  Day  in  my  Life  ;  or  Kvery  day  Experience  at  Eton.  Cloth,  16mo, 
■pp.184.     $1.00.     An  interesting  description  of  English  school  lilV. 

3.  History  of  the  Burgh  Schools  of  Scotland.  Ky  James  Grant.  Cloth, 
:8vo,  pp.  .571.    $3.00.     The  authoritative  history  of  Scottish  free  schools. 

4.  The  History  of  the  High  School  of  Edinburgh.  Hy  William  .Steven, 
D.l).     t'loth,  16mo,  pp.  610.     $2.00.     A  companion  volume  to  the  last. 

5.  Prussian  Schools  through  American  Eyes.  By  .Tames  Russell  I'ar- 
:80NS,  .JR.    Cloth,  8vo,  pp.  91.    $1.00. 

This  small  volume  is  the  most  complete  and  satisfactory  account  of 
Prussian  elementary  education  now  accessible  to  American  teachers,  and 
ought  to  be  carefully  studied. —  Wisconsin  Journal  of  Education. 

6.  French  Schools  through  American  Eyes.  By  James  Russell  ['ar- 
sons, jr.     Cloth,  8vo,  pp.  130.    Illustrated.    $1.00. 

Xo  one  interested  in  the  American  school  system  should  fail  to  study 
this  exposition,  altogether  the  clearest  statement  in  English  of  just  what 
these  schools  are  doing. — Neiv  England  Journal  of  Education. 

7.  Teaching  in  Three  Continents.  Personal  Notes  on  the  Educational 
Systems  of  the  World.     By  W.  Catton  Grasbt.     Cloth,  16mo,  pp.244.  $1.50. 

The  comparison  is  among  the  systems  of  America,  Europe,  and  Australia. 
In  his  introduction  to  the  American  edition,  Dr.  W.  T.  Harris  says  : 
"In  this  book  we  have  the  rare  opportunity  of  seeing  our  Educational 
System  as  it  appears  to  one  of  our  large-minded  cousins  from  the  opposite 
side  of  the  world.  *  *  *  fu  view  of  this  trend  of  educational  manage- 
ment, the  very  intelligent  criticism  of  Mr.  Grasby  will  be  read  with  profit 
by  all  our  teachers  and  school  directors." 

8.  State  Education  for  the  People  in  America,  Europe,  India,  and  Aus- 
tralia.    Cloth,  8vo,  pp.  176.     Sl.3-^- 

This  volume  describes  the  school  systems  of  the  principal  nations  of 
the  world.  The  articles  are  prepared  by  experts,  and  the  titles  ;ire  as  fol- 
lows: 1.  Ancient  Civilization  and  Modern  Education  in  India:  2.  Elemen- 
tary Education  in  England:  3.  State  Education  in  Scotland;  4.  National 
Education  in  Ireland:  5.  English  and  Continental  Systems  Compared:  6. 
United  States  and  English  Systems  Compared:  7.  Education  in  Canada  and 
Australia:  8.  Commercial  Education:  0.  Ivlucation  and  Status  of  Woman; 
10.  Technical  Instruction  and  Payment  by  Results;  11.  The  English  Code 
of  isyo.  The  whole  is  followed  by  a  biogra[)hical  summary  and  conclusion. 
Xo  other  single  volume  tliat  has  appei'red  gives  so  much  pr;ictic.il  informa- 
tion as  to  the  school  systems  of  the  world  .'it  l.-irtre.  .-iiid  tlie  matter  is  so  con- 
veniently arranged  as  to  be  easy  of  ready  referenci!. 


THK  SCHOOL  BVLLKTIN  PUBLK'ATIOXS.- 


Matthew  Arnold,  1822-1888 


Arnold's  Reports  on  Elementary  Schools. 

>Iatthe\v  Arnold  is  the  most  distinguished  man  of  Li'tti.Ts  \\  ho  has  ever 
__  been  connected  with  the  public  school 

system.  He  was  appointed  one  of  Her 
Majesty's  inspectors  of  schools  April 
14,  1851,  and  resigned  April  30,  1886, 
after  a  service  of  more  than  35  years, 
in  the  course  of  which  he  made  three 
visits  to  the  continent  at  the  request 
if  successive  royal  commission's  of 
inquiry  Into  the  English  educational 
system.  This  volume  contains  his  19 
general  reports  to  the  educational 
department  on  English  elementary 
schools,  omitting  matters  only  of  per- 
sonal or  temporary  interest.  They 
cover  three  distinct  periods  of  admin- 
istration, the  original  system  intro- 
duced by  the  minutes  of  1846-7,  having  been  greatly  modified  by  the  code  of 
18.52.  and  entirely  transformed  by  the  act  of  1870.  There  are  also  extracts 
from  his  reports  on  training  colleges. 

Besides  thus  giving  perhaps  a  better  picture  than  can  be  found  else- 
where of  the  English  public  school  system  for  this  period,  the  reports  are 
interesting  as  giving  the  views  of  a  cultured  and  trained  inspector  on 
general  subjects  of  education.  That  he  insists  upon  the  teaching  of  Eng- 
lish language  and  literature  was  to  be  expected,  but  he  has  much  to  say  of 
the  culture,  the  certification,  and  the  salaries  of  teachers,  of  the  health  of 
school-rooms,  of  what  textbooks  are  and  what  they  should  be,  of  the  need 
of  simplicity,  of  how  science  may  be  given  in  elementary  schools,  of  the 
prominence  given  to  study  of  methods  in  the  training  colleges,  of  religious 
instruction,  of  domestic  economy,  music,  calisthenics  and  gymnastics,  etc. 
He  opposes  the  system  called  payment  by  results,  introduced  in  1862.  He 
thinks  the  grant-examination  applies  a  stimulus  of  a  special  and  valuable 
kind,  but  would  not  have  it  applied  in  the  examination  of  the  younger  chil- 
dren, where  it  reckons  as  ignorance  what  is  simply  natural  nervousness. 
He  is  loyal  throughout  to  the  principle  of  Aristotle  (Pol.  viii.  7)  which 
.lowett  thus  translates  :  "'  Education  should  be  based  upon  three  principles 
—the  mean,  the  possible,  the  becoming,  these  three."  The  term  "  mean  ", 
\ised  here  in  the  ordinary  Aristotelian  sense,  seems,  as  applied  to  element- 
ary education,  to  be  equivalent  to  what  Mr.  Forster  called ''a  reasonable 
amount  of  instruction  "  :  not  confined  to  the  three  R's  on  the  one  hand,  nor 
trenching  on  the  domain  of  secondary  education,  on  the  other.  This  dis- 
tinctive English  idea  is  quite  different  from  that  whi(;h  prevails  in  America, 
and  these  reports  have  a  special  interest  as  exemplifying  it. 

Cloth,  IGiTio,  pp.  308.    T'rice  SS.OO. 


TlIK  SCHOOL  liULLETlX  I'UHLIVATIOXS 

Pnssian  Schools  throih  AnericaD  Eyes 

Mr.  I'lU'soiis  \va,s  school  coininissioucr  of  Rmissfhier  county  from  lH8ii 
to  1888,  wh«u  he  was  made  United  States  consul  at  Aix-la-Chapelle.  Dur- 
ing his  residence  there  he  enjoyed  special  facilities  and  opportunitu^s  for 
information  resardinji  the  Prussian  school  system,  and  his  report  gives  a 
detailed  description  of  the  plan  of  organization  and  the  operation  of  the 
schools,  which  is  here  presented  in  a  more  compact  form  than  any  other 
which  is  available  to  American  readers.— iVew  England  Journnl.  of  Eiln- 
cation. 

In  short  this  small  volume  is  the  most  complete  and  satisfactory  account 
of  Prussian  elementary  education  now  accessible  to  American  teachers,  and 
ought  to  "be  carefully  studied.— Wisconsin  Journal  of  Education. 

It  is  scant  praise  to  say  that  it  is  the  best  account  ever  written  of  what 
Prussian  schools  are  and  what  they  are  doing,  and  it  is  certain  to  be  the 
authority  for  many  years  to  come. — Educational  (Jourant. 

Any  one  desiring  a  sufficient  and  clear  statement  of  just  what  Prussia 
is  doing  to  educate  the  masses  of  her  people  will  find  it  here.  Everything 
pertaining  to  the  organization,  classification,  and  instruction  of  Prussian 
schools  is  put  forth  in  clear  light. — Ohio  Educational  Monthly. 

The  r:-port  deals  only  with  elementary  education,  and  is  of  special 
worth  because  of  the  particularity  with  which  it  describes  the  system  in 
use.  The  rigid  and  uniform  practice  in  Prussia  makes  this  possible,  since 
the  observer  is  not  bothered  bj'  too  much  freedom  of  exercise  on  the  part  of 
the  teacher.     Seeing  one  school  he  sees  all. — Atlantic  Monthly. 

There  is  much  that  is  instructive  and  worth  the  earnest  consideration 
of  our  State  legislatures  and  our  teachers  of  youth  in  Mr.  .Tames  Russell 
Parsons's  "  Prussian  Schools  through  American  Eyes  ".  The  Prussian  ele- 
mentary school  system  is  the  oldest,  and  is  generally  admitted  to  be  the 
best  in  Europe;  Mr.  Parsons  shows  pretty  conclusively  in  his  admirable 
report  the  marked  inferiorities  of  the  New  York  elementary  system  in  com- 
parison with  it. — Xew  England  Magazine. 

This  book  is  just  what  it  claims  to  be.  and  for  that  reason  helps  to  fill  a 
want  long  felt  by  American  teachers  interested  in  European  school  systems. 
Its  perusal  cannot  fail  to  be  suggestive  because  of  the  many  differences  that 
become  apparent  Isetween  Prussian  and  American  schools.  The  report  itself 
does  not  undertake  such  a  comparison,  except  incidentally,  but  it  neces- 
sarily takes  place  in  the  mind  of  anyone  thoroughly  aciiuainted  with  our 
public  school  system.  That  the  Prussian  schools  are  superior  to  our  own 
in  many  important  respects  is  clear.  Tlie  fact  that  the  ungraded  schools 
of  Prussia  compare  very  favorably  with  the  graded  schools  is  worthy  of 
notice.  The  effect  of  the  compulsory  school  law  is  encouraging  to  us.  The 
different  course  of  study  for  the  common  schools,  the  more  professional 
character  of  the  normal  schools,  and  the  longer  tenure  of  office  on  the 
part  of  teachers,  are  all  subjects  of  interest  and  political  value  to  us. — F.  M. 
McMurry,  in  Annals  of  the  American  Academy. 

Cloth,  ©vo,  pp.  Ol,  $1.00. 


-THE  SCHOOL  BULLETIX  PUBLICATIONS- 


French  Sclmols  tlronili  Aierican  Ejes 

Students  of  education  should  insist  that  >[r.  Parsons  should  undenalv' 
for  England,  for  Italy,  for  Austria,  and  for  the  Scandinavian couutrius  what 
he  has  so  admirably  done  for  Prussia  and  France.  His  de^ription  of  ele- 
mentary education  in  Prussia  is  well-known,  and  the  present  volume  is  in 
every  way  its  equal. — Eduatioiial  Review. 

All  students  of  the  French  system  are  grateful  to  you  for  your  full  state- 
ment.—  Wm.  T.  Harris,  LL.D.,  Commissioner  of  Education. 

Mr.  Parsons  s  elaborate  account  will  be  full  of  interest  to  teachers,  and 
an  important  addition  to  the  library  of  educational  works  bearing  Mr.  Bar- 
deen's  \m\)nnt.^Northern  Christian  Advocate. 

Xo  one  interested  in  the  American  school  system  should  fail  to  study 
this  exposition,  altogether  the  clearest  statement  in  English  of  just  what 
these  schools  are  doing. — New  Englarid  Journal  of  Education. 

It  contains  a  great  deal  of  detailed,  specific  information,  unencumbered 
by  idle  speculation,  and  arranged  with  a  clear  sense  of  order.  Mr.  Parsons's 
observations,  when  he  does  make  them,  are  those  of  a  well-trained  observer, 
and  appear  to  be  free  from  whims  and  parochial  prejudice. — Atlantic 
Monthly. 

His  report  is  surprising  in  the  clearness  and  perspicuity  of  its  state- 
ments, as  well  as  in  its  completeness  and  comprehensiveness,  and  affords 
us  valuable  aid  in  determining  our  own  procedure.  *  *  *  There  is  an 
immense  amount  of  information  about  primary  education,  including  sum- 
maries of  laws,  time-tables,  courses  of  instruction,  and  statistics. — London 
Journal  of  Education. 

yiv.  Parsons  is  a  trained  observer;  he  knows  how  to  affix  its  value  to 
what  he  sees.  Taken  in  connection  with  the  companion  volume  on  the 
Prussian  Schools  and  with  that  by  Mr.  Prince,  named  above,  these  three 
close  studies  make  together  the  clearest,  most  thorough  and  accurate  report 
we  have  ever  had  on  what  is  doing  in  these  schools.  They  may  be  relied  on 
to  open  some  eyes  that  are  now  shut,  and,  we  hope,  to  break  up  that  na- 
tional self-complacency  which  has  for  many  years  been  the  most  serious 
obstacle  to  the  improvement  of  our  public  schools  and  the  public  school 
system. —  The  Independent. 

Since  JIatthew  Arnold's  classical  report  on  French  Schools  to  the  Eng- 
lish Parliament,  there  has  been  nothing  better  done  than  this.  It  is  not, 
indeed,  like  ilr.  Arnold's  admirable  work,  laid  out  on  literary  lines;  in  form 
'it  follows  that  of  most  similar  works:  but  so  comprehensive,  so  well  classi- 
fied a  presentation  of  facts,  with  apt  apprehension  of  values,  and  such 
clear  insight  into  the  principles  which  govern  the  several  methods,  has  sel- 
dom, if  ever  before,  been  presented  to  the  public.  These  are  books  which 
will  reward  every  teacher's  study,  and  should  be  made  the  subject  of  thor- 
ough investigation  by  all  legislators  who  have  to  do  with  the  making  of 
laws  governing  public  education. — Evangelist. 

Cloth,   8vo,  Illustrated,  pp,  ISO.      $1.00 


THE  SCHOOL  BULLETIN  PVRLJUAriONS 

The    Scliool    Bulletin 

And  New  York  State  Educational  Journal 

EHtablished   1S74     34  pages.  9x14     !»1.00  a  year 

The  Scliool  HulU'lin  is  one  of  tin'  live  oUU-sl  ctlui-iitional  journals  in 
America,  and  the  only  one  of  lliem  iIimi  liii.s  bi'cn  under  the  same  ownership 
and  ninnnsjement  from  the  beu'iniiiii<r.  Il  was  tliu  only  American  school 
journal  which  received  the  pold  menial  at  the  Paris  Exposition  of  1889;  it 
r"ceive<l  the  highest  award  offered  at  the  Chicago  Exposition  of  1893,  the 
diploma  pronouncinK  it  "of  the  greatest  interest  and  historical  value  to 
eiUicators  of  all  grades  ":  and  it  received  two  gold  medals  at  the  Paris  Ex- 
liosition  of  1900. 

It  is  not  filled  with  "  methods  "  and  spoon-food  for  young  teachers  who 
w;int  their  ideas  ready-made,  but  api)eals  to  superintendents,  principals,  and 
Jill  teachers  who  reirard  their  work  as  a  vocation,  and  who  want  to  look  up- 
on it  broadly  and  comprehensively.  On  questions  at  issue  its  views  are  al- 
ways frankly  expressed,  and  a  review  of  the  educational  history  of  Xew 
York  since  its  establishtuent  will  show  that  it  has  almost  invariably  led  in 
the  sentiments  that  have  finally  prevailed. 

In  the  feature  of  educational  news  il  has  never  had  a  rival.  Its  chroni- 
cles of  what  has  happened  in  New  York  schools  since  its  establishment  are 
unmatched  in  educational  literature,  and  it  has  taken  note  of  whatever  has 
happened  in  other  States  that  involved  general  principles.  It  is  abundantly 
illustrated,  especially  in  portraits,  of  which  307  appeared  in  its26th  volume. 

Its  Current  Toi)ics  give  a  chronicle  of  what  occurred  during  the  preced- 
ing month  v.ith  forcible  terseness,  and  in  a  perspective  that  brings  the  im- 
portant events  clearly  to  the  front,  adding  maps  wherever  necessary.  Foi 
the  instruction  of  classes  in  this  branch,  now  commonly  recognized  as  essen 
tial,  and  for  preparation  for  teachers  examinations,  the  Current  Topics  as 
here  presented  have  been  declared  to  be  the  best  anywhere  to  be  found.  In 
New  York  they  are  of  especial  value  in  preparation  for  the  Uniform  Exaiii- 
i  nations,  as  the  liulletin  is  issued  on  the  first  day  of  every  month  of  the  year 
(not  for  ten  months  only),  and  thus  presents  the  news  fresh  and  up  to 
date. 

It  publishes  quarterly  all  the  Uniform  Examination  questions  and  an 
swers  of  the  preceding  month,  with  all  the  illustrations  in  drawing  aii'i 
other  subjects.  It  i)ublishes  all  the  questions  given  at  the  examinations  fur 
State  Certificates,  the  circulars  and  legal  decisions  issued  by  the  Depart- 
ment of  Public  Instruction,  and  the  circulars  and  news  of  the  Regents  of 
the  University,  conducting  Oflicial  Departments  for  both  offices. 

It  is  therefore  i)rimarily  an  educational  journal  for  New  York  teachers, 
and  is  meant  to  be  a  journal  no  New  York  teacher  can  afford  to  be  without. 
Hut  teachers  in  other  States  will  find  it  of  great  service,  both  for  the  intrin- 
sic value  of  its  contents,  and  for  the  vivid  picture  it  gives  of  educational 
progress  in  the  Empire  State, 


TIIK  SCHOOL  BULLETIN  PUBLICATIOXS 

Books  for  Training  Classes 

1.  The  Unlfonn  Question  Supplements,  since  1894  (Xos.  5-10,  50  cts.  each 
in  maiiilla  or  $1.00  in  cloth)  give  the  training  class  questions  and  answers 
for  each  year  as  well  as  the  uniform  questions.  These  are  also  given  in  the 
separate  volumes  at  25  cts.  each  in  American  History,  Arithmetic,  Art  of 
Questioning  and  History  of  Education,  Civil  Government,  Geography, 
Grammar,  Methods  and  School  Economy.  Physiology,  and  School  Law:  and 
in  Drawing.  1896  to  1899.  50  cts.  in  manilhi  or  $1.00  in  cloth.  In  many  ways 
these  questions  and  jinswers  are  an  indispensable  preparation.  It  would  be 
well  if  every  member  of  the  class  were  required  to  own  the  Supplement  for 
the  preceding  year. 

2.  Curi-ent  Topics  may  best  be  prepared  by  reading  The  School  Kulletin, 
$1.00  a  year,  or  10  cents  a  number.  For  each  examination  the  numbers  for 
tliat  month  and  for  the  two  preceding  months  should  be  read.  Any  one  who 
will  take  the  trouble  to  compare  the  questions  in  Current  Topics  for  the 
past  ten  years  with  the  Current  Topics  given  in  the  School  Uulletin  will  be 
surprised  to  see  not  only  how  fully  all  the  questions  are  answered,  but  also 
how  little  is  given  not  called  for  in  the  questions.  There  has  not  been  an 
examination  in  this  subject  that  an  intelligent  j}erson  could  not  juiss  after 
spending  an  hour  in  reading  the  three  preceding  numbers  of  the  School 
Bulletin. 

3.  Williams's  History  of  Education,  $l.bO.  This  is  the  only  book  that 
meets  the  requirements,  as  it  is  the  only  one  that  gives  the  history  of  edu- 
cation in  New  York  State,  on  which  there  are  always  questions. 

4.  Bardeen's  School  Law,  50  cts.  in  mauilla  or  $1.00  in  cloth,  is  the  only 
text-book  on  the  subject  published. 

5.  Northam's  Civil  Government,  75  cts.,  is  tlie  only  text-book  published 
which  gives  at  all  adequately  the  civil  government  of  New  York  State,  on 
which  most  of  the  questions  are  based. 

G.  Hendrick's  History  of  the  Empire  State,  75  cts.,  was  reported  in  the 
last  Regents'  report  to  be  used  in  .547  schools,  while  7  other  text-books  were 
used  altogether  in  7  schools. 

7.  Bardeen's  Geography  of  the  Empire  State,  7b  cts.,  is  the  only  text- 
book published  or  revised  in  recent  years. 

8.  Cartiss's  Ninety  Lessons  in  Arithmetic.  50  cts.,  was  prepared  by  E. 
Curtiss,  the  former  inspector  of  training-classes,  and  Anna  Eggleston 
Freedman,  the  most  popular  of  all  New  York's  institute  conductors,  ex- 
pressly for  training  class  work.    A  new  edition  has  just  been  issued. 

f).  Lester's  Pi'oblems  in  Arithmetic,  paper  25  cts.,  cloth  50  cts.,  was  also 
prepared  expressly  for  this  work  by  a  well-known  principal,  school  com- 
missioner, and  superintendeni. 

10.  Boat's  Helps  in  English  Grammar,  paper  25  cts.,  cloth  50  cts.,  was 
also  prepared  in  the  class  room  for  training  class  work. 


DATE  DUE 

tsnn 

.  inq4 

I    ;    "  .  '. 

JUL 

^  fStt 

U  AP 

R     6 1987 

5  r  ;■  ■/, 

UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


AA    001  144  972    5 


3  1210  00234  3687 


